Roghayeh Gandomkar
Biographic Data
| ID | 7944291 |
|---|---|
| NAME | Roghayeh Gandomkar |
| GIVEN NAMES | Roghayeh |
| FAMILY NAME | Gandomkar |
| SIGNATURE | GANDOMKAR R |
| AFFILIATIONS | Tehran University of Medical Sciences |
| ORCID | 0000-0002-7262-6243 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Is professionalism associated with patient safety attitudes? Insights from a cross-sectional study among medical residents
BACKGROUND: Patient safety is a fundamental component of healthcare quality, with professional commitment playing a key role in shaping safety-oriented attitudes and responsible clinical behavior. This study aimed to examine how professionalism is associated with different dimensions of patient safety attitudes among medical residents. METHODS: This cross-sectional study involved 151 medical residents at Shahid Sadoughi University of Medical Scie…
Beyond intentions
As medical schools rapidly expand worldwide, accreditation has become a key mechanism for ensuring and improving the quality of medical education. However, its effectiveness remains unclear due to conflicting research results and limited empirical evidence. Therefore, the aim of this critical narrative review is to synthesize and analyze the intended (planned) and unintended (emergent) impacts of medical school accreditation. We conducted a criti…
Redefining social accountability for medical schools – beyond codes and contracts to measuring contributions
The World Health Organization (WHO) defined 'social accountability for medical schools' in 1995; yet 30 years later, many remain concerned that medical schools are not living up to societal expectations. In this article, we first place the WHO's definition into historical context, then we contrast the WHO social 'contract', where schools are expected to demonstrate value for money, with the more altruistic 'code' that had been put forward previou…
Accreditation science—the need for evidence to guide the global expansion of medical education accreditation
Accreditation systems create and enforce the rules for medical education. When accreditors expand their scope or change their standards or protocols, every medical school they regulate must change, with lasting impacts on large numbers of graduating physicians. Because the accreditation of undergraduate medical education (UME) has become globally accepted and widespread, one may assume it is supported by strong evidence. Such is not the case. Thi…
Unravelling the use and sequence of regulated learning in online collaborative learning
INTRODUCTION: Effective online collaborative learning goes beyond completing a task. Regulating individual and group-shared learning processes is essential for success in online collaborative learning. This study had the aim of identifying how medical students use and sequence their regulation of learning during an online collaborative learning task. METHODS: This study employed lag sequential analysis to examine sequential patterns of regulated …
Assessing situational judgement tests for team leadership in medical residents
INTRODUCTION: Team leadership is a core competency of medical graduates. The purpose of this study was to develop and evaluate the validity and acceptability of a situational judgment test (SJT) to assess team leadership in residents. METHODS: We followed protocols for the development of construct-driven SJTs. A 27-question SJT was developed using a multistage process: construct definition, test construction, and test evaluation. The final SJT wa…
Developing low-achieving medical students’ self-regulated learning using a combined learning diary and explicit training intervention
INTRODUCTION: The development of self-regulated learning (SRL) is an essential educational component of remediation for low-achieving students. The aim of this study was to design, implement, and evaluate a longitudinal SRL intervention combining both a structured learning diary and explicit SRL training in a cohort of low-achieving undergraduate medical students. MATERIALS AND METHODS: A mixed methods quasi-experimental study was conducted, with…
Self-Regulated Learning Diary Interventions and the Implications for Health Professions Education
Background. There is increasing interest in the application of self-regulated learning (SRL) to improve academic and clinical performance in health professions education. SRL-learning diary (SRL-LD) interventions have become popular in non-health professions contexts to develop students’ SRL and academic performance. The aim of this systematic review was to identify how SRL-LD interventions have been used in health and non-health professions educ…
Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies
Microlearning is recommended to be implemented within the context of a wider teaching-learning ecosystem, especially in real working environments. Task-based learning is used in clinical education setting. This study aims at assessing the effect of an integrated approach of microlearning with task-based learning on medical students' knowledge and performance in Ear, Nose and Throat clerkship rotation. A total of 59 final-year medical students par…
New directions for understanding collaborative learning
New directions for understanding collaborative learning: the importance of social regulation of learning
Avoid ‘running before we can walk’ in medical education research
Design and development research has the aim of understanding the feasibility and acceptability of implementing early-stage pilot research before interventions are fully implemented and evaluated for their impact. Increasing the use of design and development research in medical education research requires greater awareness of its importance by all stakeholders, the use of iterative research methodologies, such as educational design research, and t…
Using multiple self‐regulated learning measures to understand medical students' biomedical science learning
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Using multiple self‐regulated learning measures to understand medical students' biomedical science learning
Avoid ‘running before we can walk’ in medical education research
Design and development research has the aim of understanding the feasibility and acceptability of implementing early-stage pilot research before interventions are fully implemented and evaluated for their impact. Increasing the use of design and development research in medical education research requires greater awareness of its importance by all stakeholders, the use of iterative research methodologies, such as educational design research, and t…
New directions for understanding collaborative learning
New directions for understanding collaborative learning: the importance of social regulation of learning
Developing low-achieving medical students’ self-regulated learning using a combined learning diary and explicit training intervention
INTRODUCTION: The development of self-regulated learning (SRL) is an essential educational component of remediation for low-achieving students. The aim of this study was to design, implement, and evaluate a longitudinal SRL intervention combining both a structured learning diary and explicit SRL training in a cohort of low-achieving undergraduate medical students. MATERIALS AND METHODS: A mixed methods quasi-experimental study was conducted, with…
Self-Regulated Learning Diary Interventions and the Implications for Health Professions Education
Background. There is increasing interest in the application of self-regulated learning (SRL) to improve academic and clinical performance in health professions education. SRL-learning diary (SRL-LD) interventions have become popular in non-health professions contexts to develop students’ SRL and academic performance. The aim of this systematic review was to identify how SRL-LD interventions have been used in health and non-health professions educ…
Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies
Microlearning is recommended to be implemented within the context of a wider teaching-learning ecosystem, especially in real working environments. Task-based learning is used in clinical education setting. This study aims at assessing the effect of an integrated approach of microlearning with task-based learning on medical students' knowledge and performance in Ear, Nose and Throat clerkship rotation. A total of 59 final-year medical students par…
Assessing situational judgement tests for team leadership in medical residents
INTRODUCTION: Team leadership is a core competency of medical graduates. The purpose of this study was to develop and evaluate the validity and acceptability of a situational judgment test (SJT) to assess team leadership in residents. METHODS: We followed protocols for the development of construct-driven SJTs. A 27-question SJT was developed using a multistage process: construct definition, test construction, and test evaluation. The final SJT wa…
Is professionalism associated with patient safety attitudes? Insights from a cross-sectional study among medical residents
BACKGROUND: Patient safety is a fundamental component of healthcare quality, with professional commitment playing a key role in shaping safety-oriented attitudes and responsible clinical behavior. This study aimed to examine how professionalism is associated with different dimensions of patient safety attitudes among medical residents. METHODS: This cross-sectional study involved 151 medical residents at Shahid Sadoughi University of Medical Scie…
Beyond intentions
As medical schools rapidly expand worldwide, accreditation has become a key mechanism for ensuring and improving the quality of medical education. However, its effectiveness remains unclear due to conflicting research results and limited empirical evidence. Therefore, the aim of this critical narrative review is to synthesize and analyze the intended (planned) and unintended (emergent) impacts of medical school accreditation. We conducted a criti…
Redefining social accountability for medical schools – beyond codes and contracts to measuring contributions
The World Health Organization (WHO) defined 'social accountability for medical schools' in 1995; yet 30 years later, many remain concerned that medical schools are not living up to societal expectations. In this article, we first place the WHO's definition into historical context, then we contrast the WHO social 'contract', where schools are expected to demonstrate value for money, with the more altruistic 'code' that had been put forward previou…
Accreditation science—the need for evidence to guide the global expansion of medical education accreditation
Accreditation systems create and enforce the rules for medical education. When accreditors expand their scope or change their standards or protocols, every medical school they regulate must change, with lasting impacts on large numbers of graduating physicians. Because the accreditation of undergraduate medical education (UME) has become globally accepted and widespread, one may assume it is supported by strong evidence. Such is not the case. Thi…
Unravelling the use and sequence of regulated learning in online collaborative learning
INTRODUCTION: Effective online collaborative learning goes beyond completing a task. Regulating individual and group-shared learning processes is essential for success in online collaborative learning. This study had the aim of identifying how medical students use and sequence their regulation of learning during an online collaborative learning task. METHODS: This study employed lag sequential analysis to examine sequential patterns of regulated …
Innovations in Medical Education (9 works) · Psychology (6 works) · Innovative Teaching and Learning Methods (5 works) · MEDLINE (5 works) · Medical education (4 works) · Medicine (4 works) · Problem and Project Based Learning (4 works) · Mathematics education (3 works) · Self-regulated learning (3 works) · Social Psychology (3 works)