Dr Yarmohammadian, PhD, PostDoc, an international visiting scholar at Johns Hopkins University , the Center for Global Initiatives. His academic interest focuses on Health Education and management especially in disasters. He is also a professor at Isfahan University of Medical Sciences and is founder of Health Management and Economics Research Center, IUMS. He has been working as editorial board and reviewers board member of some Peer reviewed global Journals and Conferences. He collaborates with some institutions as an adviser or consultant.
Primary Affiliation: Isfahan University of Medical Sciences - Esafahan, Esfahan , Iran (Islamic Republic of)
Asma Abdollahyar, PhD, RN, is a nurse with more than 10 years of nursing work experience in the emergency department. She has taught overseas and worked in critical respiratory care in university-affiliated hospitals. Hamidehe Baniasadi, RN, has more than 10 years of experience working in the hospital emergency department. Mohammad M. Doustmohammadi, RN, has more than 16 years of in the emergency department and emergency medical transport services. He is the author of numerous publications. Hojjat Sheikhbardesiri, PhD(c), is a student of health in emergencies and disasters management at the Medical University of Isfahan. He has 16 years of experience in the emergency department and emergency medical transport services. He is the author of numerous publications. Mohammad H. Yarmohammadian, PhD, is a professor of health in emergencies and disasters management at the Medical University of Isfahan. He has more than 16 years of experience in the emergency department and emergency medical transport services. He has written numerous articles.
J Public Health Manag Pract 2018 Nov 27. Epub 2018 Nov 27.
Health Management and Economic Research Center, Isfahan University of Medical Sciences, Isfahan, Iran (Mr Sheikhbardsiri and Dr Yarmohammadian); Research Center in Emergency and Disaster Health, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran (Dr Khankeh); Department of Emergency Operation Center (EOC), Disasters and Emergencies Management Center, School of Medicine, Kerman University of Medical Sciences, Kerman, Iran (Mr Khademipour); Shiraz University of Medical Sciences, Shiraz, Iran (Dr Moradian); Department of Disaster & Emergency Health, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran (Dr Rastegarfar); and Department of Emergency Operation Center (EOC), Disasters and Emergencies Management Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran (Mr Rastegar).
J Educ Health Promot 2018 14;7:119. Epub 2018 Sep 14.
School of Nursing, Center for Global Initiative, Johns Hopkins University, Baltimore, MD, USA.
Introduction: Sabbaticals were first offered by Harvard University in the late 17 century to provide "renewal" for faculty members. In this period of career development, a professor might learn new techniques, expand a research program, or finish off that book or pile of languishing manuscripts. This article tried to organize lived experiences of a visiting scholar from Isfahan University of Medical Sciences to Johns Hopkins University. The research aimed to study the context and conditions of the sabbatical in an alternative academic setting.
Methods: This article applies a narrative qualitative study integrated with Eisner critical and connoisseurship approach as a combined naturalistic methodology. Using narrative inquiry and reflective analysis in form of observations and audit reports, written dairy notes and memos, the content analyzed thematically and extracted the themes of lived experiences as well as lessons learned and then have been transformed into tables.
Results: Extracted themes from research sources are categorized into three main themes: organizational and professional experiences; teaching, instruction, and curricular experiences; and research and technology management experiences. These are resulted in the explanation of the field and events (description), discussion about them (interpretation), followed by concluding remarks (evaluation). It also represents research questions and findings in descriptive and interpretation phases.
Discussion And Conclusions: This article addresses some descriptions, interpretations, and evaluations extracted from the experiences through answering the research questions. It categorizes these practical lessons into three categories: (1) lessons about becoming a lifelong learner, (2) lessons about remaining a professor, and (3) innovative experiences.