Comparing the Emergency Medicine Residency Programs in Iran and around the World; a Descriptive Study

Introduction: To identify the strengths and weaknesses of emergency medicine residency curriculum in Iran, and to benefit from the experiences of successful universities, comparative studies are crucial. This study compared the components of the national curriculum of emergency medicine in the United States, Canada, the European Union, Australia, and Saudi Arabia with Iran. Method: Data for this research was collected by searching the websites of different universities and also contacting them for requesting curriculums. The leading countries in emergency medicine and one of the countries in the Middle East region (Saudi Arabia) along with the World Federation of Emergency Medicine were selected as the sample. The model used in this field is a range model that identifies four stages of description, interpretation, proximity, and comparison in comparative studies. Results: In the curriculum of the United States, Canada, the European Union, Australia, and Saudi Arabia, there were lots of similarities in expressing the general characteristics of the curriculum, mission elements, vision, values, and ​beliefs of the discipline, educational strategy, techniques, expected competencies, rotation programs, and evaluation method, which were also similar to the Iranian curriculum. However, the duration of residency for emergency medicine in Iran is three years, which is shorter than other countries. As expected, the number and duration of rotations are less than other countries. Also, the process of entering into this field is different in Iran and is based on an exam for entrance, while most other countries use self-requested residency program. Conclusion: Considering the results of comparing the Iranian curriculum with the curriculums of the United States, Canada, the European Union, Australia, and Saudi Arabia, it seems that Iran's program is comprehensive and complete; but, a reappraisal of the course duration and entering options are necessary to eliminate or improve the inadequacies

The Model of E-learning Education Development in Iranian Higher Education System

In the present era, considering the power of digital technology and the expansion of information, higher education is on the verge of a revolution. Therefore, this research aims to present a model for developing electronic education in the Iranian higher education system. Educational systems at various levels around the world are striving to provide equal and effective educational opportunities for all using information and communication technology. In today's world, electronic education and learning stand out as crucial applications of information and communication technology, and are rapidly gaining prominence as a dominant technology in the field of education. Therefore, this research utilizes structural equation modeling and data collected from a researcher-designed questionnaire to examine the essential infrastructure required for the development of electronic education. The results demonstrated that the indicators of the development model in higher education are a multidimensional concept that includes organizational, technological, support, educational content, and participant characteristics. The findings indicate that support and technological variables play the most significant role in the model of electronic education development. The results provide practical implications for designing electronic education development programs in universities and higher education institutions

Model of Succession Dimensions in Primary School Principals: A Structural Equation Modeling Study

Objective: The current study was undertaken with the aim of formulating a model for the dimensions of succession in primary school principals through the application of structural equation modeling. Methods: The present study utilized a mixed research design, incorporating both qualitative and quantitative approaches. The qualitative phase employed thematic analysis, while the quantitative phase employed survey methodology. The qualitative sample consisted of units of analysis from Nahj al-Balagheh and experts in religious sciences in this particular field. In contrast, the quantitative sample comprised principals from secondary schools in Tehran. Data collection in the qualitative phase was conducted through interviews with experts, while the quantitative phase gathered information through the use of a questionnaire. Results: The findings revealed the dimensions of succession among school principals as derived from the teachings of Nahj al-Balagheh. These dimensions encompass social capabilities, creative management, specialized capabilities, managerial capabilities, effective management within a meritocratic system, personality traits, and motivation. Furthermore, the model derived from the qualitative data was subjected to testing through structural equation modeling, demonstrating a favorable fit with the data. Conclusions: The findings of this study offer valuable insights to senior education managers in the selection process for primary school principals, ultimately contributing to the enhancement of management skills among this group