نشریه راهبردهای آموزش در علوم پزشکی
سال هفتم شماره 3 (پیاپی 25، امرداد و شهریور 1393)

Paying attention to entrepreneurial characteristics is one of the present time necessities and appropriate theme to implement it is turning the universities into learning organizations debate. The aim of this study was to investigate the correlation between entrepreneurial characteristics and the parameters of the learning organization at Kashan University. In this descriptive correlational study 98 samples were selected among Kashan University faculty members using stratified random sampling proportional to the size using Cochran formula in 2011-12 that 95 persons were studied finally. Data were collected by two researcher-made questionnaires including learning organization questionnaire with 37 items and the entrepreneurship questionnaire with 47 items based on five-point Likert scale. Data were analyzed using Pearson''s correlation، linear regression، one-sample T and one-way ANOVA tests. The characteristics of entrepreneurial of Kashan University faculty members mean were above the average. There was positive and significant correlation between all entrepreneurial characteristics and learning organization. A significant and positive correlation was observed between characteristics of entrepreneurship mean based on employment status، field of study and gender differences were، but it was not significant based on academic rank. From Kashan faculty members point of view all parameters of entrepreneurship i. e. the need for achievement (27%)، internal locus of control (18%)، independence (35%)، tolerance of ambiguity (44%)، creativity (21%) and risk taking (30%) were capable of predicting the learning organization. There is a direct correlation between characteristics of entrepreneurship and learning organization from Kashan University faculty member’s viewpoint.

Academic literacy is the most important support of higher education which must be associated with emotional literacy that is one of the important factors in determining success of person in life necessarily. Emotional literacy along with emotional literacy can have an undeniable impact on the scientific community. This study aimed to investigate the correlation between academic literacy and emotional literacy of the university faculty members. In this descriptive-correlational study، 100 University faculty members of Kurdistan University who their research scores were recorded were selected by simple random sampling method and according to Cochran formula were studied in 2012. Data were collected using research experiences form and Bar-On emotional literacy questionnaire with the reliability equal to 0. 81 in Cronbach''s alpha scale. The validity of the questionnaire was reported high through exploratory factor analysis. Data were analyzed by descriptive and inferential statistics (Pearson correlation and simple two-variable regression tests) using SPSS 20 software. There was no significant correlation between emotional literacy and its domain with academic literacy. Also the academic literacy model was not successful to predict emotional literacy of University faculty members (p=0. 87). There is no correlation between academic literacy and emotional literacy in the University faculty members and the high academic literacy as a determinant factor of the ability of a person to effectiveness life does not necessarily mean the high emotional literacy.

Information literacy is one of the most basic needs of life in the information society. On the other hand، one of the factors that helps people to access the information is critical thinking skill that its development is considered as the one of the most important goals of medical education in the technology era. Current study aimed to investigate the relationship between critical thinking and information literacy among medical students. In this descriptive-analytic study، 150 students who were studying in 2012-13 in Shiraz University of Medical Sciences were selected by random cluster sampling. For data collection، the California critical thinking questionnaire «B Form» and the information literacy researcher-made questionnaire were used. Reliability of critical thinking questionnaire was assessed 0. 69 using Kuder-Richardson and reliability of information literacy questionnaire was assessed 0. 79 using Cronbach''s alpha. To assess the validity of both questionnaires face validity was used using expert consensus. Obtained data were analyzed using SPSS 19 software by Pearson correlation test. There was a significant correlation between critical thinking and information literacy Scores. Also there was a direct and significant correlation between the sub-components of the evaluation، inference، analysis، deductive and inductive reasoning with information literacy. There is a direct relation between critical thinking skill and its sub-components with information literacy. Therefore، promotion of information literacy skill in medical sciences students depends on the process of critical thinking.

The growth and development of each society is affected by its trained people and identify the effective factors on academic satisfaction and providing them is a step towards sustainable development. This study aimed to determine effective factors on academic satisfaction from student’s viewpoint. This descriptive cross-sectional study was done with participation of 315 Jahrom University of Medical Sciences students using census sampling in 2012. Data gathered using a researcher-made questionnaire containing 44 questions that it was evaluating academic satisfaction in six individual، educational، ethical، management، welfare and professional dimensions. SPSS 16 and descriptive statistics were used for data analysis. The most important variables related to academic satisfaction from students viewpoint were using qualified teaching staff for course presentation، confidence instill by teachers and administrators and good relationship with mutual respect between students and teachers، respectively. The least effective factors in academic satisfaction were holding classes in the morning، lecture teaching method and providing sufficient motivation and interest in students by teachers، respectively. Ethical and psychological dimensions were identified the most important factors associated with academic satisfaction from students'' viewpoint. Using qualified educational staff for courses presentation، confidence instills by teachers and administrators and proper communication with mutual respect between students and teachers are the most important effective factors in academic satisfaction from students'' viewpoint. Also، ethical and psychological dimensions are the most important dimensions in academic satisfaction.

Teacher evaluation plays an important role in educational planning and educational quality improvement in the universities. Universities are faced with using the appropriate methods and resources for evaluation the faculty members’ performance as a challenge. This study aimed to determine the correlation between the teacher ’s evaluation scores obtained from the students، department heads and faculty deans. In this descriptive-cross-sectional study، evaluation scores of 205 basic sciences faculty members of Ahvaz Jundishapur University of Medical Sciences in 2011-12 were studied. The scores were related to the all non-clinical faculty members that were obtained from the students، department heads and faculty deans. Data were collected using three questionnaires which validity and reliability were approved formerly. Data were analyzed by SPSS 18 software using Pearson correlation coefficient. The mean score of teacher evaluation by the students، department heads and faculty deans were 4. 07±0. 40، 4. 44±0. 49 and 4. 39±0. 52، respectively. There was a significant correlation between the evaluation scores of department heads and the faculty deans (p=0. 0001; r=0. 0575)، but no significant correlation was observed in the other cases. Level of agreement between department heads and the faculty deans in teacher evaluation is higher than the level of agreement with the students.

Different aspect of visual information project to visual system via different frequencies. The image details project by means of high frequency and the generalities project via low frequency. The purpose of present study was to investigate the difference between attention to the filtered and non-filtered images of information in the elementary and junior high school students. This cross-sectional comparative study was done on 2 regions of Tehran elementary and guidance school students in 2012. Subjects were selected using non probably sampling method and 132 students from 3 elementary and guidance schools were participated in the study totally. Data were collected using the modified visual dot-probe test. Data were entered to SPSS and due to have one group and three different frequency filters، repeated measurements statistical evaluation was used. The right answers mean in consistent display mode at low frequency was (18. 96±2. 10) and at the inconsistent mode without the filter was (14. 04±1. 81). Subjects'' mean reaction time was more in the consistent display at high frequency (0. 65±0. 36) and in the inconsistent mode without the filter (0. 59±0. 33). There was a significant difference between subjects'' right answers and reaction time to different presented stimuli in respect to the consistent or inconsistent display. Low frequency filtered images are processed more accurate and rapid compared to the high frequency filter images and without filter is in normal children and adolescence and the tendency to use the low frequency filter is more than are high frequency.

Recognition of the effective factors on policy formulation is effective on the policy-making and their administration processes، therefore، this study aimed to recognize the effective factors on educational and technological policies in the uniuversities. The present descriptive survey was done in 2012-13 at the University of Tehran as the biggest University of Iran and as a reference and mother university as well. 112 persons who were the deputy of school or dean of faculties in last 10 years to the time of study were selected using simple random sampling. Designing the researcher-made questionnaire was done in three phases. Data were analyzed by factor analysis method using LISERL 8. 8 Software and one-sample T test. RMR، CFI، NFI، NNFI، IFI، RMSEA، GFI، RFI and Chi-square were used to assess the fitness of the model. All components were confirmed regarding factor analysis results. The 6 introduced domains in this study and all of their components had appropriate and acceptable fitness. Based on the appropriate fitness of conceptual model of the study، consistency of the study method was approved with obtained data. Factors affecting the educational and technological policies can be classified in six economic، political، institutional، educational، technological and legal domains.

Rumination is a continuous and incontinent thinking، about a negative event. Studies have been demonstrated that there is a correlation between academic goal orientations and academic rumination possibly. The purpose of present study was to determine the correlation between academic goal orientations and academic rumination in students. In this descriptive-correlational study، 260 girl and boy students of Ahvaz Jundishapur University of Medical Science through multi-stage random sampling were selected and studied in 2012-2013. To data collection academic goal orientation questionnaire (AGOR) and academic rumination inventory (ARI) were used. Data analysis was done by using Pearson correlation coefficient، multiple regression by frequent entry and stepwise methods، multivariate and one-way ANOVA. There was a negative and significant correlation between mastery goal and academic rumination and a positive and significant correlation between performance-avoidance goal orientation and academic rumination. The combined weight of academic goal orientations was explained 34% of the academic rumination variance. Also، there was a significant difference between boys and girls in terms of mastery goal، performance-orientation، and academic rumination. There is a significant correlation between academic goal orientations and academic rumination of the students.

Training the graduates، who are eligible for lifelong learning competencies، is one of the most important goals of World Medical Education Federation. The experts believe that among all elements of the curriculum، teaching methods have a unique position. The aim of this study was to investigate the teaching dimensions effective on the required competencies enhancement for continuity learning and develop the lifelong learners. The qualitative study was designed by data collection and its analytical and conceptual description and classification، and was done among the university teachers and experts of Medical Education Development Centers and the curriculum and adult education experts of Tehran City. To develop the data sources، qualitative content analysis، systematic review and library study were used. Purposeful sampling was continued until data saturation، and data saturation was achieved after 21 interviews. Data was analyzed using qualitative content analysis. 11 methods were obtained as effective methods on strengthen and education of the required competencies for medical students for lifelong learning. To complete obtained data from a systematic review of the literature، 16 effective teaching methods were identified as the effective strategies on motivation and education of each lifelong learning abilities of medical students. Appropriate teaching-learning methods to educate and strengthen lifelong learning in medical curriculum should be based on competencies on learning-centered approach، based on constructivism and adult learning theories.

Tendency and attention of universities to use social networks features and select them as a communicational mechanism for the educational and investigational advancement make them an undeniable necessity to develop training and knowledge. This study aimed to design a model for utilization of social networks in training and improvement of university teachers. The present study was carried out using the “Ground theory” with qualitative approach. Data analysis was done using open، axial، and selective coding. Data collected by searching the documents and interview. 3 books and 11 articles were selected by purposive sampling and 18 subjects were interviewed semi-structurally. Each interview lasted 60 minutes. Studying the documents and interviews was done according to the researcher data saturation. 24 concepts in documents and 71 concepts in interviews were noted and then، based on similarities to the initial and concentrated coding; some codes were assigned to the similar cases and converted to 10 considered issues. The social network-based curriculum model includes teaching strategies of logical thinking، teaching complicated interaction methods and teaching technical skills to the university teachers to achieve effective learning.