Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-13 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1401.152
Clinical trials code: 01
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Mahdavi Vasoklaei A, Khatir Pasha K, Hashem Nejad Abersi F. Presenting the Model of the Effect of Professional Ethics with the Approach of Higher Health Education on the Responsibility of Academic Staff Members of Universities of Medical Sciences in the First Region. RJMS 2024; 31 (1) :1-13
URL: http://rjms.iums.ac.ir/article-1-8185-en.html
URL: http://rjms.iums.ac.ir/article-1-8185-en.html
Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran , Kiu.pasha@gmail.com
Abstract: (328 Views)
Background & Aims: In recent years, higher education, especially in the field of health, has faced many challenges in the field of social responsibility. Universities of medical sciences are responsible for training specialists who, in addition to mastering professional knowledge and skills, must also adhere to ethical principles and social responsibilities. Professional ethics in the field of higher education, especially in fields related to health, plays a fundamental role in training committed and responsible human resources. This professional ethics includes a set of values and ethical principles such as respect for patients' rights, social justice, honesty in performance, professional responsibility, and compliance with scientific standards. Therefore, the general purpose of the current research was to present a model of the effect of professional ethics with the approach of higher health education on the social responsibility of academic staff members of large universities of medical sciences in Region1.
Methods: This research is practical in terms of purpose, which was done with a mixed approach (qualitative and quantitative) with an exploratory design. In the qualitative part, the statistical population consisted of 20 professors of the universities of medical sciences in the first region, who are experts in the field of research, and in the quantitative part, the academic staff members of the universities of the medical sciences in the first region, in the number of 1851 people. Qualitatively, 14 people were selected by the purposeful sampling method and taking into account the saturation law, and 320 people were selected as samples in the quantitative part based on Cochran's formula using a stratified random sampling method. Semi-structured interviews were used to collect data in the qualitative part of this research. After identifying the dimensions through studying the theoretical foundations interviewing experts and surveying experts, the first questionnaire was prepared in an unstructured and open-ended form to act as a strategy for generating ideas and revealing all issues related to the topic under study. The field of professional ethics with the approach of higher health education questions such as "What does professional ethics mean with the approach of higher health education?" or "What are the dimensions and indicators of professional ethics with the approach of higher health education?" Also, questions regarding guidelines, priorities, and factors related to professional ethics with the approach of higher health education were raised and all relevant answers for the questionnaire were collected as much as possible, answers were organized, similar opinions were combined, grouped, and repetitive and marginal issues were removed. In order to collect data, the researcher-made questionnaire of professional ethics with the approach of higher health education and Karol's social responsibility questionnaire were used. Exploratory factor analysis and structural equation tests were used to analyze the data.
Results: The results showed that the professional ethics questionnaire has 2 individual and educational dimensions and 9 components explaining responsibility, honesty, discipline, having the spirit of participation and teamwork, creating motivation, knowledge and information, effective teaching, training management, and skills. It was evaluated that considering that the value of t statistic in relation to the relationship between professional ethics and social responsibility with the value of 33.073 is outside the range (2.58, -2.58), therefore the effect of professional ethics and social responsibility is positive. And it has become meaningful. As can be seen, according to experts, for the dimensions of "professional ethics with the approach of higher health education", the most important dimension is related to the "honesty" dimension with an average of 3.52 and a standard deviation of 0.82, and the least important dimension is "Education management" with an average of 3.14 and a standard deviation of 0.76. Kendall's coordination coefficient for the answers of the second round is 0.850, which has only increased by 9.4% compared to the first round, which was equal to 0.756. Not significant. From the answers given during the interviews with the elites, it was found that each indicator was mentioned and emphasized by the interviewees at least 4 times and up to 13 times. In total, after the implementation of the integration process of indicators, 7 indicators in 2 personal and educational dimensions and 9 components were identified and confirmed, which were converted into experts' questionnaires and used to confirm their final opinion until the questionnaire was final.
Conclusion: Examining the effect of professional ethics with the approach of higher health education on the responsibility of faculty members of universities of macro medical sciences in Region One shows that professional ethics plays a key role in strengthening the social responsibility of faculty members. By implementing ethical principles such as commitment to patients' rights, social justice, honesty in performance, and compliance with scientific standards, the level of social responsibility among faculty members can be significantly increased. The findings indicate that strengthening moral values in higher health education not only helps to improve the quality of education but also leads to an increase in the awareness and commitment of faculty members towards their social and professional role in society. This makes faculty members act as behavioral and professional role models for students and ultimately trains professionals who adhere to moral values and social responsibilities. Finally, the promotion of professional ethics in higher health education will lead to the improvement of universities' relations with society, an increase of public trust in the health system, and training of responsible and committed human resources to provide fair and quality health services. Therefore, it is necessary for macro medical sciences universities in Region One to help improve social responsibility at the university and community level by strengthening ethical approaches in education and interaction with faculty members. Responsibility and attention to ethical concepts among citizens and human resources of organizations are considered among the indicators of social education. You should try to institutionalize this important principle among the human resources of organizations. This research tried to examine all the factors affecting social responsibility and provide a suitable model for promoting responsibility in accordance with the schools and human resources of these institutions.
Methods: This research is practical in terms of purpose, which was done with a mixed approach (qualitative and quantitative) with an exploratory design. In the qualitative part, the statistical population consisted of 20 professors of the universities of medical sciences in the first region, who are experts in the field of research, and in the quantitative part, the academic staff members of the universities of the medical sciences in the first region, in the number of 1851 people. Qualitatively, 14 people were selected by the purposeful sampling method and taking into account the saturation law, and 320 people were selected as samples in the quantitative part based on Cochran's formula using a stratified random sampling method. Semi-structured interviews were used to collect data in the qualitative part of this research. After identifying the dimensions through studying the theoretical foundations interviewing experts and surveying experts, the first questionnaire was prepared in an unstructured and open-ended form to act as a strategy for generating ideas and revealing all issues related to the topic under study. The field of professional ethics with the approach of higher health education questions such as "What does professional ethics mean with the approach of higher health education?" or "What are the dimensions and indicators of professional ethics with the approach of higher health education?" Also, questions regarding guidelines, priorities, and factors related to professional ethics with the approach of higher health education were raised and all relevant answers for the questionnaire were collected as much as possible, answers were organized, similar opinions were combined, grouped, and repetitive and marginal issues were removed. In order to collect data, the researcher-made questionnaire of professional ethics with the approach of higher health education and Karol's social responsibility questionnaire were used. Exploratory factor analysis and structural equation tests were used to analyze the data.
Results: The results showed that the professional ethics questionnaire has 2 individual and educational dimensions and 9 components explaining responsibility, honesty, discipline, having the spirit of participation and teamwork, creating motivation, knowledge and information, effective teaching, training management, and skills. It was evaluated that considering that the value of t statistic in relation to the relationship between professional ethics and social responsibility with the value of 33.073 is outside the range (2.58, -2.58), therefore the effect of professional ethics and social responsibility is positive. And it has become meaningful. As can be seen, according to experts, for the dimensions of "professional ethics with the approach of higher health education", the most important dimension is related to the "honesty" dimension with an average of 3.52 and a standard deviation of 0.82, and the least important dimension is "Education management" with an average of 3.14 and a standard deviation of 0.76. Kendall's coordination coefficient for the answers of the second round is 0.850, which has only increased by 9.4% compared to the first round, which was equal to 0.756. Not significant. From the answers given during the interviews with the elites, it was found that each indicator was mentioned and emphasized by the interviewees at least 4 times and up to 13 times. In total, after the implementation of the integration process of indicators, 7 indicators in 2 personal and educational dimensions and 9 components were identified and confirmed, which were converted into experts' questionnaires and used to confirm their final opinion until the questionnaire was final.
Conclusion: Examining the effect of professional ethics with the approach of higher health education on the responsibility of faculty members of universities of macro medical sciences in Region One shows that professional ethics plays a key role in strengthening the social responsibility of faculty members. By implementing ethical principles such as commitment to patients' rights, social justice, honesty in performance, and compliance with scientific standards, the level of social responsibility among faculty members can be significantly increased. The findings indicate that strengthening moral values in higher health education not only helps to improve the quality of education but also leads to an increase in the awareness and commitment of faculty members towards their social and professional role in society. This makes faculty members act as behavioral and professional role models for students and ultimately trains professionals who adhere to moral values and social responsibilities. Finally, the promotion of professional ethics in higher health education will lead to the improvement of universities' relations with society, an increase of public trust in the health system, and training of responsible and committed human resources to provide fair and quality health services. Therefore, it is necessary for macro medical sciences universities in Region One to help improve social responsibility at the university and community level by strengthening ethical approaches in education and interaction with faculty members. Responsibility and attention to ethical concepts among citizens and human resources of organizations are considered among the indicators of social education. You should try to institutionalize this important principle among the human resources of organizations. This research tried to examine all the factors affecting social responsibility and provide a suitable model for promoting responsibility in accordance with the schools and human resources of these institutions.
Type of Study: Research |
Subject:
Clinical Psychiatry
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