فهرست مطالب negin moradi

The survival rate in premature infants (PIs) has increased, but many have medical and developmental complications. Difficulty with sucking, swallowing, and poor nourishment are common complications. This study aimed to investigate the effects of Kinesio-tape (KT) combined with premature infant oromotor intervention (PIOMI) on feeding efficiency (mean volume intake [%MV]), oromotor skills (Preterm Oral Feeding Readiness Assessment Scale [POFRAS]), and weight gain in PIs.  

In this single-subject study, 5 PIs with feeding problems were received the PIOMI-KT for 7 consecutive days. The main outcome measure was the POFRAS scale. The %MV and weight gain were the secondary outcome measures. Measurements were taken before treatment (T0), after the 4th session (T1), and after the 7th session (T3).  

The POFRAS scores, %MV, and weight gain improved in all infants after treatment. The maximum and minimum change in level between the baseline and treatment phase was +26 and+16 for POFRAS, +54 and, +34 for %MV, +180, and +100 for weight gain. The treatment trend was upward for all infants and shown by the directions of the slopes indicated by positive values. The feeding problems were resolved in all infants after the 7th treatment session.  

The combination therapy of PIOMI-KT improved feeding function in PIs.

Cleft lip and cleft palate are one of the most common congenital craniofacial abnormalities in the skull and face. We aimed to investigate the prevalence of complications after primary cleft palate repair surgery, performed on patients referred to a children's hospital, and to use the information and results obtained from it to reduce the complications and improve the results of these surgeries.

In this cross-sectional-analytical study, using a census sampling method, the medical records of 94 consecutive cleft palate patients treated in Abuzar Hospital in Ahvaz, southern Iran, in the years 2019 to 2021 were studied. The rate of postoperative complications during the first week in terms of wound opening and flap necrosis and one month later in terms of fistula formation after surgery were also extracted from the files.

Ninety-four patients with congenital cleft palate (57.4% male and 42.6% female) were enrolled. The gap width in all studied patients was 14 ± 5 mm. The frequency of complications of surgical wound opening, flap necrosis, oronasal fistula and hypernasality in von Langenbeck group was 9.5%, 0.15% and 28.1% respectively, and in Bardach group was 9.5 %, 15% and 33.3% respectively.

There were no significant differences between the two surgical methods in terms of postoperative complications. Besides, what is important in choosing a surgical method is the patient's clinical condition, the surgeon's experience and skill, and his choice.

Having a child with speech and language disorders, while creating a sense of great therapeutic responsibility towards them, will significantly affect the psychological dimensions of parents, especially mothers as the primary caregiver. They are more exposed to the pressures and stress that result from the sense of responsibility towards their children. The aim of this study was to compare the level of stress, depression, and quality of life (QoL) among mothers of children with speech and language disorders whose children have received rehabilitation services for different periods of time.

The current descriptive-analytical cross-sectional study was conducted on 185 mothers of children with speech and language disorders who needed to receive rehabilitation services. Data collection was done using: a short form of parenting stress index (PSI-SF) to measure stress, the Beck depression inventory-2nd edition (BDI-II) to measure maternal depression rate, a health survey questionnaire (a 36-item short form) (SF-36) to measure the QoL. Based on the duration of receiving rehabilitation services, mothers participating in this study were divided into four groups: 1) For less than one month, 2) Between 1 to 6 months, 3) Between 7 to 11 months, and 4) For more than 12 months. The data were analyzed by one-way repeated measures analysis of variance and multivariate ANOVA.

Comparing the mean scores of PSI, BDI-II, and SF-36 between four groups of mothers was significant (P<0.001). The results showed that mothers whose children had received rehabilitation services for a longer period of time had lower mean stress and depression scores and higher mean QoL scores (P<0.001). The factor of the type of child's disorder had a significant effect on the results (P<0.05).

The lowest score of stress and depression and the highest score of QoL in mothers who had received rehabilitation services for more than 12 months can indicate that mothers who receive rehabilitation services for a longer period of time see the improvement of their children. They are also better able to use stress coping strategies to deal with their child's problem.

 Professors and medical and paramedical students who are serving internships in hospitals affiliated to medical universities are always at risk of contracting infectious diseases. Considering the internship units in person, the purpose of this study is to investigate the effect of educational webinars on the level of knowledge related to COVID- 19 and familiarity with self-care methods in professors and students of Ahvaz Faculty of Rehabilitation Sciences.

 This is a cross-sectional study in the first semester of the academic year 1399-1400. Sampling method was as sample available. One day before the internship, a one-day educational webinar was held in Adobe Connect for fourth year undergraduate students of Ahvaz University of Rehabilitation Sciences and their professors and a researcher-made online questionnaire was used before and after the webinar.

 Students' familiarity with self-care methods before and after the webinar showed a significant difference (mean difference = 1.XMRwebinar was significantly higher than students (p = 0.013). 68% of students and 47% of professors reported high satisfaction with the training program. In addition, 56% of students and 51% of professors stated the need for such training programs.

Considering the fact that about one year has passed since the corona virus entered the country, although there is an acceptable level of knowledge about COVID- 19 disease in professors and students, but it seems that Self-care

Gallery walk is an active learning strategy in form of discussion that enables students to be more active in learning process. This study aimed to evaluate the effect of this strategy on the clinical performance of audiology students.

In this quasi-experimental study, 30 fourth-year undergraduate students in audiology participated. They were assigned into two groups of traditional learning and gallery walk. The educational content of both groups was similar and was related to the adult care clinical practicum. The assessments included Eustachian tube function test, site-of-lesion tests, and clinical masking. The clinical knowledge, and satisfaction level of students were compared before and after intervention.

Before the intervention, the difference in clinical knowledge was not statistically significant between the two study groups (p>0.05). After the intervention, we observed a considerable improvement in knowledge scores in both groups, mostly in the gallery walk group. The mean scores of site-of-lesion tests, and total score of knowledge were also significantly higher in the gallery walk group (p<0.05). The satisfaction level of students was above the average level (mean score=3.9±0.74).

The gallery walk strategy has more positive effects on clinical practice of audiology students compared to traditional learning strategy.

The unique long-term challenges that families of children with hearing impairment experience put them at greater risk for increasing parental stress levels. This study seeks whether children’s hearing impairment affects their mothers’ emotional and coping styles with stressful situations.

The coping inventory for stressful situations and the maternal emotional styles questionnaire were distributed among 108 mothers of hearing-impaired children and an equal number of mothers of normal children.

In the task-oriented, distraction, and social diversion styles, the mean scores of the mothers of healthy children were significantly higher than those of the mothers of hearing-impaired children. Regarding the emotion-oriented style, the mean score of the mothers of hearing-impaired children was significantly higher than that of the mothers of healthy children. With regard to the emotional coaching style, the mean score of the mothers of healthy children was significantly higher than that of the mothers of hearing-impaired children. There was no statistically significant difference between the two groups in the mean score of emotional dismissing.

It seems that mothers of hearing-impaired children use less effective coping and emotional styles that have adverse consequences for mothers and their children’s development.

Professional ethics in Rehabilitation Sciences is necessary for achieving therapeutic goals. Considering the importance of professional ethics training for rehabilitation students, we aimed to investigate the effects of a professional ethics workshop on improving the students’ ethical knowledge at Ahvaz Faculty of Rehabilitation Sciences, Ahvaz City, Iran.

This quasi-experimental, cross-sectional study was conducted on all third- and fourth-year students in Audiology, Physiotherapy, Occupational therapy, and Speech therapy and the postgraduate students of the faculty. The two-day workshop was held for 16 hours. The students completed an ethical knowledge assessment test designed by the faculty members before and after the workshop.

The data of 206 students (26% male and 74% female), with a mean age of 25.68 years, were analyzed in this study. The Mean±SD scores of the ethical knowledge test before and after the workshop were 4.71±1.84 and 7.02±1.42, respectively. Based on the results, the ethical knowledge of the students increased significantly after the workshop (P<0.001). Improvement of ethical knowledge scores was significantly different between educational levels (P=0.033). Also, the improvement of ethical knowledge score was significantly different among various study fields (P=0.007).

Considering the promotion of students’ ethical knowledge through participation in this workshop, it is suggested that an ethical workshop be held upon the entry of all rehabilitation students into the clinical field.

With the advent of information technology, educational systems changed accordingly, and the need for revisiting traditional teaching methods and using new learning methods have been felt by educational system planners. Since nearly half of the time medical students spend in university is devoted to clinical education, this education is of paramount importance. Therefore, by using relevant keywords, various interventional, descriptive, and review studies on distance learning in clinical education of nursing, midwifery and operating room technology students that were conducted in English or Persian and published in the scientific databases such as science direct, PubMed, Web of Science, Scopus, SID, Elsevier, Google Scholar, and Magiran between 2000-2020 were searched. The articles which met the inclusion criteria were selected and assessed. The findings of these articles showed that the use of different distance learning methods has a special role in improving the clinical skills of nursing, midwifery and operating room technology students. When combined with face-to-face training, e-learning can have a positive effect on promoting students' clinical skills and competence. Of course, further studies with more accurate methods are needed to improve the quality of these methods and prove their effectiveness.

 Depression as an emotional factor is one of the mental disorders that should be seriously considered. The aim of this study was to evaluate the effectiveness of cognitive-behavioral therapy (CBT) on the social anxiety, rumination, and psychological well-being of people with depression.

 The present study was a randomized clinical trial with a control group. The target population was people with depression who referred to the integrated health centers in Abadan, Iran. 30 people with depression who were willing to participate in the study were purposefully selected according to the study inclusion criteria and were randomly assigned to the experimental and control groups (each group consisted of 15 people). The volunteers were requested to fill the research questionnaires in the pre-test stage. Then, the experimental group participated in 9 sessions of CBT and the control group was saved on the treatment waiting list. After the last treatment session for the experimental group, both groups filled the questionnaires again in the post-test and follow-up stages. Data were collected using Persian version of Beck Depression Inventory (BDI), Social Anxiety Questionnaire, Rumination Questionnaire, and Psychological Well-being Scale. Data analysis was performed using one-variable analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) test at the significance level of 0.05.

 Group CBT had a significant effect on social anxiety (P ≤ 0.001), rumination (P ≤ 0.001), and quality of life (QOL) (P ≤ 0.001) of people with depression.

 Group CBT is effective on social anxiety, rumination, and psychological well-being of people with depression and this approach can be recommended to improve the psychological problems of people with depression.

The rapid advances in technology has greatly influenced the clinical education of medical students. Using distance learning methods including e-learning, simulated learning environment, mobile learning, etc., has introduced a new educational method known as "Blended Learning". It benefits from both face-to-face and e-learning conditions. The purpose of this study is to review studies which have assessed virtual teaching in clinical education of rehabilitation fields. This narrative review was conducted, using the keywords related to virtual teaching in clinical education of rehabilitation fields. Studies published in English journals were searched in scientific databases of Science Direct, PubMed, Scopus, Web of Science, and Google Scholar, from 2000 to 2020. The articles not consistent with the purpose of study and publications in form of case report, pilot study, or letter to editor were excluded. Out of the 227 searched articles, 25 were selected which addressed distance learning in clinical education of rehabilitation students. In this study, 25 interventional, review and descriptive studies were reviewed. The result of the articles showed the use of e-learning, mobile learning, online learning, simulated learning environment, and blended learning have positive results in improving the clinical competency of rehabilitation students. Virtual teaching as a complementary to face-to-face learning strategy can play a role in the development of clinical education. Although it is not recommended to replace traditional education with virtual learning, it seems that blended learning with a fundamental overhaul of the structure and method of learning is an effective way to improve the clinical education of rehabilitation students.

 This study conducted to explore and compare the effectiveness of an online ground round between two groups of audiology and occupational therapy of Ahvaz Jundishpaur University of Medical Sciences (AJUMS) students during the COVID-19 pandemic.

 The study groups of this analytical cross-sectional study consisted of all fourth-year undergraduate students of audiology and occupational therapy. After implementation of the online grand round, the satisfaction questionnaire and knowledge exam were completed by the students.

 The level of satisfaction in both groups was above average (average>3); however, there was a significant difference in the mean total score of satisfaction questionnaire between the two groups (P=0.00). The mean score of the knowledge exam was 6.46±1.59 and 6.28±1.89 in the audiology and occupational therapy groups, respectively. Nevertheless, there was no significant difference in the mean score of this exam between the two groups (P=0.78).

 The online grand round can play an effective role in transferring the teacher's experiences to students during the COVID-19 pandemic, when it is not possible to hold face-to-face classes.

Clinical education is a very important and effective part in speech therapy training, without that, it will be very difficult and impossible to train capable and qualified people. It is necessary to investigate the facilitators and deterrents to the quality and quantity of clinical education in the field of speech therapy to study educational problems and provide educational programs in the future.

This is a descriptive-analytical cross-sectional study. 62 undergraduate students and 41 speech therapy instructors (41 people) were included in the study. They completed the consent form and a 62-item questionnaire of facilitators and inhibitors for clinical education. Data were analyzed using SPSS software version 22.

62 students with a mean age of 22.53 ± 1.9 and 41 instructors with a mean age of 36.29 ± 9.9 were studied. According to both groups, the most important facilitating factors were the area of ​​"facilitating characteristics of coaches and instructors" and the most important deterrents were the area of ​​"student dissatisfaction with the way practical and theoretical courses are presented". Based on the results of the independent t-test, in some facilitating and inhibiting factors, there was a significant difference between the opinions of the instructor and the student (p≤0.001).

The most important area of facilitating clinical education is the use of experienced and responsible instructors who have passed appropriate in-service courses in clinical education. The quality of education is necessary to make decisions. It is also necessary to equip the physical spaces of clinics and their facilities and to establish a suitable time interval for presenting practical and theoretical courses.

With the Coronavirus pandemic, disability and the students’ absence in clinical settings, the educational system of the Faculty of Rehabilitation Sciences of Jundishapur University of Medical Sciences decided to hold a virtual grand round, teaching the clinical courses to address the shortcomings of clinical education. This study aimed to investigate the level of satisfaction and learning of students from holding the Grand Round.

The present study was quasi-experimental study. The study population consisted of 36 undergraduate students in physiotherapy and speech therapy; The Grand Round in specific cases of the disease was presented to students, in the clinical training. Data were collected using a researcher-made questionnaire to assess the level of satisfaction with the virtual grand round and an electronic test to assess learning from the topics.

The majority of students were moderate to highly satisfied (more than 70%) with the virtual grand round in speech therapy and physiotherapy groups. There was a significant difference between test scores before and after the grand round of the speech therapy group (P= 0.002), whereas, in the physiotherapy group there was no significant difference between the scores before and after the test (P= 0.3).

Regarding the level of studentschr('39') satisfaction retaining the Grand Round and increasing their level of knowledge, it is suggested that virtual group discussions be held in clinical education courses in other faculties of rehabilitation sciences and related fields, especially during pandemic conditions of coronavirus and the impossibility of face-to-face training.

One of the most important determinants of effective clinical education is the performance of clinical instructors. Given the recruitment of young instructors for clinical teaching in educational-medical centers under the supervision of Ahvaz School of Rehabilitation Sciences, the purpose of this study was to compare the fourth-year undergraduate students’ perspective of the performance of clinical instructors in different departments of this school using a questionnaire. In this descriptive cross-sectional study, 30, 18, 30, and 26 questionnaires were completed by fourth-year students from physiotherapy, speech therapy, audiology, and occupational therapy departments, respectively who were studying in the second semester of academic year 2018-2019. The questionnaire involved 18 items and four domains. In the domain of overall assessment, the mean score obtained from students of occupational therapy, audiology, and speech therapy indicated relatively good performance, while that related to the students of physiotherapy was moderate. The results of one-way analysis of variance showed a significant difference between the domains of knowledge and practical skills (p= 0.037). Item analysis showed a significant difference between different groups in items nine (p= 0.006), eleven (p= 0.029), and thirteen (p= 0.042). In three cases, the mean score of the physiotherapy students was lower than that of occupational therapy students. It seems that in all the departments studied, there is room for developing and improving the abilities of clinical instructors for reaching a very good level, but the need to increase these abilities is higher with respect to physiotherapy.

Although the majority of student evaluation in paramedical and rehabilitation sciences is clinical evaluation, finding a suitable method that fulfills students’ satisfaction has always been challenging. Often, clinical professors evaluate their students subjectively and based on their observations. Evaluating clinical performance based on checklists and providing appropriate feedback to students is an effective factor in achieving educational goals. Hence, the purpose of this study was to evaluate the satisfaction rate of undergraduate physiotherapy students of Ahvaz from clinical performance evaluation using checklist based on feedback. In this descriptive cross-sectional study, 43 undergraduate physiotherapy students) third and fourth year) were enrolled as the population who were studying in the second semester of the academic year 1397-98. Then, Data were collected using the Satisfaction Questionnaire at the end of the internship. The questionnaire also consisted of 8 domains with a maximum score of 95. The mean satisfaction of physiotherapy students was calculated 58.11 (20.12). The mean score of each domain in terms of percentage of its maximum score showed that the lowest percentage was related to suitability (57.6%) and the highest percentage belonged to skill development (64.45%). The mean score of all domains was above 50%.  According to the present study, results indicated that using checklists for evaluation of clinical performance of Ahvaz physiotherapy undergraduate students was mentioned along with relative satisfaction. This approach can be very effective in improving clinical evaluation and improving its quality.

The purpose of this study is to evaluate the degree of satisfaction and familiarity of undergraduate speech therapy students with clinical education in the presence of treatment team in people with cleft lip and palate. The population of this interventional Quasi Exerimental study was 29 speech therapy students. In the first group there were 17 students who spent their internship outside the cleft lip and palate clinic and without getting familiar with team work and in the second group there were 12 students who spent their internship in cleft lip and palate clinic and got familiar with team work. At the end of the course, the degree of student’s satisfaction and familiarity was examined by the researcher-made questioner. The result showed that the mean score of satisfaction and familiarity from team therapy was more in the second group and had significant difference with the first group. (p-value≤0.000). According to resent result, in order to increase student's familiarity from treatment team, increase quality and strengthen the communication and cognitive skills, it is recommended to use team attendance approach in student's clinical education.

The educational environment (EE) is anything happening within the university including classrooms and departments. Getting feedback on studentschr(chr('39')39chr('39')) attitudes to the educational environment is one of the most important components of evaluating this environment. The purpose of this study was to compare the attitudes of undergraduate students of Ahvaz Faculty of Rehabilitation Sciences about the educational environment using the Dundee Ready Education Environment Measure (DREEM) questionnaire.

In this descriptive cross-sectional study, 137 third- and fourth-year undergraduate students in the fields of physiotherapy, speech therapy, audiology, and occupational therapy who completed the second semester of the academic year 1397-98 completed the DREEM questionnaire. This questionnaire has 5 domains and its maximum score is 200. In this tool, the score indicates more favorable evaluation result.

Overall score of DREEM questionnaire for audiology was more than 75% of maximum score. In physiotherapy, speech therapy and occupational therapy it was more than 65% of maximum score. In all studied fields, the average score of each domain in terms of percentage of its maximum score showed that the lowest percentage belonged to area 3 and the highest percentage to area 4. The questionnaire survey also did not show a mean score below 2 for any question.

According to the DREEM questionnaire, the attitude of undergraduate students in Ahvaz Faculty of Rehabilitation Sciences was positive about the educational environment and therefore the educational environment is in a desirable situation.

Given the role of voice onset time in speech production and its value in the identification of speech disorders, the present paper aimed at comparing VOT in people with multiple sclerosis and healthy group and investigating the factors affecting VOT.

In this cross-sectional analysis study, 36 patients with MS with spastic dysarthria and 36 healthy subjects were investigated. After placing the subjects in an acoustic environment, the acoustic signal of the voiced and voiceless stop words /p/, /t/, /k/, /b/, /d/, /g/ with the vowel /a/, in the tissue cvc was recorded using the Sure-beta54 microphone. The spectrogram of the words was checked with the Praat version 6.0.36. Data were analyzed by the Shapiro-Wilk test, Independent t-test, and two-way analysis of variance.

Patients with MS have a longer VOT than healthy people, although the difference is not statistically significant (P > 0.05). The study of the effect of place of articulation on VOT revealed that the place of articulation was effective on the VOT in the healthy controls, however, there was no significant difference in the patient group. There was a significant difference in the effect of voicedvoiceless words on VOT (P < 0.05). The place of articulation and voiced-voiceless variables do not affect the voice onset time simultaneously; however, they might be effective independently (P > 0.05).

Patients with MS differ in their motor coordination between articulator structures and speech structure compared to the healthy group. Deficient speech production timing causes problems in speech motor control and ultimately changes the speech of the affected people.

This study aimed to assess the use of game software on the clinical performance of speech therapy students during their internship.

This study was a clinical trial. The population of the study comprised 69 students of Ahvaz Jundishapur University of Medical  Sciences of 2012, 2013, 2014, and 2015 who passed the voice disorder internship unit in the sixth semester. The first group consisted of 32 students of 2012 and 2013 who passed the voice disorder unit in traditional way, and the second group consisted of 37 students of 2014 and 2015 who passed the voice disorder unit in traditional way along with using game software (combined method). At the end of the sixth semester, students’ internship score was recorded and internship coaches were surveyed about students’ clinical performance. Data were analyzed using SPSS software (22).

The age range of the first group was 20-22 years (20.11±3.02) and that of the second group was 20-22 years (20.25±2.12). The mean and standard deviation of the internship score of the students, who learned the unit by software, were 19.36±0.36 and for students who learned the unit by traditional way were 14.12±0.36. Independent t test showed significance difference between the two groups (P≤0.001). 80% of the coaches rated the performance of the students who used the game software to be very good and good in comparison with the traditional educational group.

Using educational games in class has led to an increase in students’ clinical performance in dealing with patients with voice impairments and increased satisfaction of their internship coachesfrom students’ performance.Keywords: GAME, LEARNING, CLINICAL, VOICE DISORDER

The aim of present study is to investigate the effect of using game multimedia software on diagnosis of dysarthria in speech therapy students of Ahwaz Jundishapur University of medical science. The population of this study is 21 speech therapy students of 2014 entry ( 5boys and 16 girls) in age range of 21-24 (with average age of 21/32 ±3/09) who was learned the topic of dysarthria diagnosis in traditional way and 13 speech therapy students of 2016 entry (4boys and 9 girls) in age range of 21-23 ( with average age of 21/43±2/68) passed the topics of dysarthria recognition in the traditional way and multimedia game software ( integrated). This multimedia software includes three parts of text questions, audio and training videos from dysarthria symptoms. Students after each question earn coins if their answer is correct and then they enter to the next level, audio play and then training videos which it requires a certain number of coins and will also be deducted if the coins are answered incorrectly. You will also receive a full file of key point of dysarthria diagnosis as a reward if you answer correctly and receive enough coins. At the end of the semester,six internship scores and OSCE station is recorded. In independent T-test there was significant difference between internship scores and OSCE station in the group (p≤0.001). so using the multimedia games in class leads to increase students clinical performance in confronting with dysarthria patients.

The current study mainly aimed at studying the effect of Knowledge of Result (KR) feedback timing and result-estimation opportunity before receiving delayed KR on learning a new speech motor skill in monolingual healthy adults. Thirty-nine Persian healthy adults were randomly divided into three groups. Each group received immediate KR, delayed KR (after eight seconds), or delayed KR (after eight seconds) with self-estimation of the result in the delay interval. All three groups received verbal KR feedback. Participants were trained to produce a French phoneme (/ɪn/) in the context of words in four training sessions. The correct production of the target phoneme was judged by a bilingual Persian-French examiner holding an academic degree in French language teaching. Later, a transfer test and two retention tests were administered. The two retention tests were administered one day and two weeks after the last training session respectively. The effect of feedback timing on motor performance and motor learning was examined by repeated-measures ANOVA. Performance in both acquisition and retention phases was significantly different between groups (P=0.04 for both phases). One-way ANOVA was used to investigate the transfer of learning (P=0.001). Tukey test results indicated that the groups 1 and 2 were different in both acquisition and retention phases and all three groups were different in transfer test. The results showed that the immediate KR is beneficial for the acquisition phase, and delayed KR is more beneficial for the retention and transfer tests compared with immediate KR.

This study aimed to investigate the effect of developing and administering a strategic plan on perceived educational quality by students in Ahvaz faculty of rehabilitation sciences. In this interventional study, perceived educational quality by students was investigated before and after developing and administering a strategic plan. Based on the number of students in each educational department and using stratified-random sampling method, 146 students in disciplines of speech and language pathology, physical therapy, audiology, and occupational therapy were selected to participate in the study. For data collection, a standardized SERVQUAL questionnaire including five dimensions of educational services quality (tangibles, reliability, responsiveness, assurance, and empathy) with approved validity and reliability was applied. Data analysis was executed by using SPSS version 18 and applying descriptive (mean and standard deviation) and analytical (Wilcoxon signed-rank test) statistical methods. Before developing and administering the strategic plan, a significant difference was observed between mean scores of perceived and expected tangibles, reliability, responsiveness, assurance, and empathy by students (p < 0.001). However, after developing and administering the strategic plan, the expected and perceived levels of students' satisfaction with educational services were almost equal. Furthermore, in developing and administering the strategic plan, by prioritizing and devoting the budget to the dimensions with highest gap, the students estimated the quality of faculty’s educational services equal to and in line with their expected status.

This study aimed at examining the effect of caricature on the score of family counseling in the internship training unit and the degree of satisfaction of the trainers of the internship unit from the performance of speech therapy students in Ahvaz. The population of the study consisted of 74 students of the 5th semester of speech therapy of Ahvaz Jundishapur University of Medical Sciences admitted to the university during 2013 to 2016 divided into two groups. The first group consisted of 39 students (2013 and 2014) and had passed patient counseling with the conventional method, the second group included 35 students (2015 and 2016) and had spent patient counseling of the speech disorder course with the help of caricatures. At the end each semester, trainers in both groups scored their satisfaction with the students’ performance, using a 4-degree qualitative scale, the internship scores of both groups were recorded. The mean and standard deviation for the internship of students, who passed patient counseling using caricatures was 18.92±0.70, and for the students, who studied the voice topic with the traditional method was 14.84±1.05. Independent t-test showed the significance of this difference between the two groups (p<0.001). 90% of the trainers acknowledged that teaching with caricatures is more effective than the conventional teaching for offering counseling service to patients. The use of caricatures in classroom has led to an increase in the ability of students to consult a patient with voice disorder. It also leads to increased satisfaction of internship trainers.

In this study we examined the use of Virtual Reality (VR) in oral organs assessment training in speech therapy students. The population of this study included 35 fifth term students of speech therapy in Jundishapur Medical Science University of Ahvaz. The first group was 18 students entering university in 1394 passed oral function assessment course through traditional training method. The second group was 17 students entering university in 1395 passed this course through traditional training method with Virtual Reality. 3D (Three-Dimensional) glasses and a monitor are the tools applied in Virtual Reality technique allowing the student to touch the oral organs and experience various oral functions recognition. The first group was 20-22 years old (20.35±2.14) and the second group was 20-22 years old (20.18±3.06). The mean and standard deviation of the final score in students used Virtual Reality was 18.57±1.31 and for the students used traditional method were 14.35±2.15. Independent-T test showed a meaningful difference between the two groups (p<0.001). Using Virtual Reality in classroom resulted in an increase in students' scores. Hence taking into account the great importance of teaching method, its effect on the society and health organization, it is necessary for the education system to use a technology which increases teaching quality and creates more effective learning in students.

  Correct phonological encoding is crucial to fluent speech production. Phonological working memory and phonological awareness are important phonological processes that affect phonological encoding. Studies have shown weakness in phonological encoding in people who stutter. The purpose of this study was to investigate the effect of phonological processing on stuttering severity of Persian pre-school children. Six children who stutter participated in a 13-session treatment protocol. The treatment protocol of the phonological processing included nonword repetition in the phonological working memory and phonological awareness therapy. Stuttering severity measurement was performed pre- and post-treatment. Stuttering severity score was compared in pre- and post-treatment, and in the follow-up phase; that showed stuttering severity was reduced in children who stutter. Moreover, severity rating, reported by parents during treatment, showed a reduction in stuttering severity. The poor performance of phonological awareness and phonological working memory in phonological processing affect stuttering severity. The outcomes of this study showed that treatment of sub-systems of phonological processing can play a role in reducing stuttering severity.