Objective: This study aimed to assess the status of early warning systems (EWS) for disaster and emergency response in hospitals affiliated with Mazandaran University of Medical Sciences in 2024. Methods: This descriptive-analytical study was conducted from April to December 2024 across all affiliated hospitals with Mazandaran University of Medical Sciences. Data were collected using a validated 55-item EWS checklist evaluating preparedness in both pre-incident and during-incident phases. Overall hospital preparedness was categorized as good (≥75%), moderate (50–74%), or poor (<50%). Results: In the pre-incident phase, 28 out of 32 hospitals (87.5%) demonstrated good preparedness score (mean±SD: 74.8±12.1). During the incident phase, overall preparedness declined, with only 25 hospitals (78.1%) classified as good (mean±SD: 61.7±14.9). Based on total performance scores, Hospital No. 29 and 30 ranked the highest, while Hospital No. 4 demonstrated the weakest overall preparedness across both phases. Conclusion: While most hospitals exhibited adequate preparedness in key EWS components, such as warning dissemination and response readiness, notable weaknesses were identified in hazard identification, hazard monitoring, and documentation. Strengthening targeted training programs, establishing integrated monitoring systems, and conducting regular simulation exercises are essential for enhancing operational effectiveness.
Zoya Hadinejad, Yahya Saleh Tabari, Mohsen Saleh Tabari et al.· Bulletin of Emergency and Tr...· 0 citations
Purpose Mind mapping supports clinical reasoning and knowledge organization in health professions education, but its use as a standardized formative assessment tool remains limited. This study aimed to design and validate a comprehensive checklist to evaluate mind maps as a formative assessment tool among bachelor of anesthesia technology students, addressing structural, scientific, and creative dimensions. Study Sample and Methods This cross-sectional study was conducted in 2023 at Iran University of Medical Sciences among 50 bachelor of anesthesia technology students selected via convenience sampling. The checklist was developed through a literature review and refined using a two-round Delphi process with medical and anesthesia education experts. Validity evidence was collected based on Kane’s framework, evaluating scoring (face/content validity), generalization (intra-/inter-rater reliability), extrapolation (correlation with written tests), and implications. Data were analyzed using SPSS version 22. Results The final checklist comprised 10 core items, achieving a high scale-level content validity index (S-CVI/Ave = 0.90). Reliability analyses demonstrated excellent intra-rater (0.88–0.99) and inter-rater agreement (0.90–0.93). Convergent validity was supported by a very strong correlation between mind map scores and written examination scores among a subsample of 24 students (ρ = 0.939, ρ < 0.001). These findings indicate that the checklist provides reliable and valid scores for clinical education. Conclusion The developed checklist demonstrated strong validity and reliability for formative assessment in anesthesia technology education. By integrating structural features with scientific accuracy, the tool provides meaningful and consistent evaluation of mind maps as indicators of student learning and knowledge organization. The strong reliability indices and high correlation with written assessments support its use as a standardized tool for providing targeted feedback in clinical education.
A. S. Sajadi, Alireza Babajani, Raheleh Charmchi et al.· Advances in Medical Educatio...· 0 citations
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