A study on the pattern of drug abuse and demographic characteristics of addicts referred to addiction treatment centers of Kermanshah City, Iran, in 2016

BACKGROUND: The problems of drugs and addiction and the consequences of drug into abuse are considered as a phenomenon that affects different aspects of human life and is one of the main problems of modern age. The main goal of performing this investigation was identifying general demographic factors which affect the process of addiction in order to make available the facility of diagnosis and practice of therapeutic programs.METHODS: In this cross-sectional and descriptive study, a number of 500 addicts in Kermanshah, Iran, were selected using sampling method. Data were analyzed using SPSS software and descriptive statistics (frequency, percentage frequency, cumulative frequency, and average).RESULTS: The mean age of the subjects in this study was 36.6 + 8.80 years. Most addicts were in the age category of 31 to 40 years old. 62.8% of them began drug use for the first time in the age range of 10 to 20 years. 47% had primary education and 68.4% were unemployed and had no specific source of income. The top cause of drug use was reported as entertainment and enjoyment (47.6%) and the other cause was curiosity (26.4%). The most common cause of drug cessation was being tired of drug use.CONCLUSION: With regard to the fact that most addicts are unemployed with no source of income, thus it seems that the authorities have to assess effective treatments and find ways to create youth employment and also healthy entertainment activities and source of income on which one can rely

تدوین کدهای اخلاق در آموزش مجازی

Background and Aim: Ethical codes are used as a practical guide to show the ethical behaviors of the owners of each profession in specific situations. Every organizational set has ethical codes appropriate to its professional structure, which is called professional ethics. Higher education is also a professional system, and professors and students must be aware of and adhere to the principles of professional ethics in e-learning. Adherence to the ethics of virtual education ensures the health of the teaching-learning process in the university and increases the commitment of professors to respond to the needs of students. Materials and Methods: This study was a developmental research that was conducted with the aim of extracting and compiling ethical codes in virtual education activities for professors and students by extracting the opinions of professors of Kermanshah University of Medical Sciences as a research community in four stages. The first stage in the research committee in medical school education was prepared with the presence of 20 professors of the initial draft of ethical codes, including 75 codes. In the second stage, the subject was categorized in 4 areas and 66 codes in the ethics committee of university education. Then, in the third stage, the proposed codes were sent to the faculties for the comments of all professors and officials in the field of education. Ethical Considerations: The purpose of the study was explained to the participants and individuals participated in the study voluntarily. Next, it was approved by the ethics committee of Kermanshah University of Medical Sciences and received a code of ethics. Findings: After conducting four stages of study and obtaining comprehensive opinions from professors, and officials in the field of education in different faculties and reviewing them in the work of the Department of Ethics in Virtual Education, codes in four general areas and 58 codes including: 25 Ethical codes of professors in virtual education, 11 ethical codes of electronic content production in virtual education, 10 ethical codes of students in virtual education and 12 ethical codes in electronic exam were compiled. Conclusion: The result of this study was to explain the ethical codes in virtual education for professors and students of medical universities.   Cite this article as: Khazaei MR, Izadi B, Almasi A, Sorosh A, Parvizifard AA, Foroghi AA, K Soltani M Boniani, Salari F, Farzaei MH. Devising Ethical Codes in Virtual Education. Faṣlnāmah-i akhlāq-i pizishkī, i.e., Quarterly Journal of Medical Ethics. 2021; 15(46): e31.زمینه و هدف: کدهای اخلاقی به عنوان راهنمای عملی برای نشان‌دادن رفتارهای اخلاقی صاحبان هر حرفه در موقعیت‌های خاص استفاده می‌شود. هر مجموعه سازمانی دارای کدهای اخلاقی متناسب با ساختار حرفه‌ای خود است که اخلاق حرفه‌ای نام دارد. آموزش عالی نیز نظامی حرفه‌ای است و اساتید و دانشجویان باید از اصول اخلاق حرفه‌ای در امر آموزش مجازی آگاهی داشته و به آن پایبند باشند. رعایت اخلاق آموزش مجازی تضمین‌کننده سلامت فرایند یاددهی ـ یادگیری شده و موجب افزایش تعهد پاسخگویی مدرسین نسبت به نیازهای دانشجویان می‌شود. مواد و روش‌‌ها: این مطالعه یک تحقیق کیفی است که با هدف استخراج و تدوین کدهای اخلاقی در فعالیت‌های آموزش مجازی برای مدرسین و دانشجویان با استخراج نظرات اساتید دانشگاه علوم پزشکی کرمانشاه با روش دلفی به عنوان جامعه پژوهش در چهار مرحله انجام گرفت. مرحله نخست در کمیته پژوهش در آموزش دانشکده پزشکی با حضور 20 نفر از مدرسین پیش‌نویس اولیه کدهای اخلاقی شامل 75 کد تهیه گردید؛ در مرحله دوم موضوع در کمیته اخلاق در آموزش دانشگاه طرح و کدها با نظر اعضا که متشکل از مدرسین باتجربه بود، در 4 حیطه و 66 کد دسته‌بندی شد؛ سپس در مرحله سوم کدهای پیشنهادی به دانشکده‌ها جهت اظهار نظر کلیه مدرسین و مسؤولین حوزه آموزشی ارسال گردید. ملاحظات اخلاقی: هدف از پژوهش برای مشارکت‌کنندگان توضیح داده شد و افراد به صورت اختیاری در مطالعه شرکت کردند، سپس در کمیته اخلاق دانشگاه علوم پزشکی کرمانشاه تأیید و کد اخلاق دریافت شد. یافته‌ها: بعد از اجرای چهار مرحله مطالعه و به دست‌آوردن نظرات جامع از اساتید و مسؤولین حوزه آموزشی در دانشکده‌های مختلف و بررسی آن‌ها در کارگروه تخصصی اخلاق در آموزش مجازی دانشگاه، کدها در چهار حیطه کلی و 58 کد، شامل 25 کد اخلاقی اساتید در آموزش مجازی، 11 کد اخلاقی تولید محتوای الکترونیک در آموزش مجازی، 10 کد اخلاقی دانشجویان در آموزش مجازی و 12 کد اخلاقی در آزمون الکترونیک تدوین گردید. نتیجه‌گیری: حاصل این مطالعه تبیین کدهای اخلاقی در آموزش مجازی برای اساتید و دانشجویان دانشگاه‌های علوم پزشکی بود