نشریه آموزش پزشکی
سال سوم شماره 2 (بهار و تابستان 1394)

Outstanding leadership has invariably emerged as a key characteristic of outstanding schools. There can no longer be doubt that those seeking quality in education must ensure its presence and that the development of potential leaders should be given high priority. Thus، effective educational leadership and adopting an appropriate tool to assess leadership in education are crucial in these institutions. The present study was conducted to develop an instrument for measuring the leadership style in faculty members. In a descriptive cross-sectional study، Multifactor Leadership Questionnaire (MLQ) was examined using the opinions of 10 experienced faculty members as a panel of experts in order to examine the content and face validity of the scale. Moreover، a number of 210 questionnaires were administered to the faculty with Tehran University of Medical Sciences in order to examine the construct validity of the scale. Confirmatory factor analysis was run using principal component analysis and Varimax rotation method. The reliability of the scale was measured through internal consistency using Cronbach’s alpha formula. Confirmatory factor analysis was used to examine the construct validity of the questionnaire. Data analysis was conducted using SPSS16 and LISREL software. The results of factor analysis and expert opinion helped develop a questionnaire with 18 items across six subscales including idealized influence، inspirational motivation، intellectual stimulation، individualized consideration، contingent reward، and management by exception. The reliability coefficient of the questionnaire was acceptable (0. 90). Confirmatory factor analysis showed that the scale had appropriate goodness of fit. The 18-item Educational Leadership Questionnaire was found to have acceptable validity and reliability for measuring leadership style in the faculty. It is recommended that the questionnaire be administered to larger samples.

Both learning styles and emotional intelligence are fundamental for academic improvement of the students. Considering learning styles and multiple aspects of emotional intelligence can be developed with proper procedures. This study aimed to determine the relationship between emotional intelligence and learning styles in medical students. This cross-sectional study determines the relationship between emotional intelligence and learning styles of medical students at Arak University of Medical Sciences in the year 2011-2012. The Bar-On Emotional Intelligence and Kolb Learning Style questionnaires were used for data collection. 220 medical students in the various sections، have participated. Mean and SD of emotional intelligence test score، were 282. 8±40. 34. Learning styles of the students were convergent، accommodation، divergent and assimilation، respectively. There was no significant relationship between emotional intelligence and learning styles of the students. To get high levels of academic skills، besides to cognitive abilities، students have to achieve a growth in controlling emotions. In other words، regardless of learning styles، the better learning will be followed by the greater access to the components of emotional intelligence.

Quality of health care services depends on not only the competence of physicians، but also correct education to patients. This study aimed to investigate the patients'' satisfaction about education by their physicians in Babol city. This was a descriptive-analytic and cross-sectional study which was performed on 300 patients referred to hospital clinics in Babol city in 2013. Our sampling method was as easy and available. Data collection tool was a researcher-constructed questionnaire that included two parts: 1-demographic variables 2-technical questions about the patients'' education. Data were analyzed by SPSS software، version 20 with the paired- T-test and ANOVA. There is a significant correlation between etiology، symptoms and signs، complications and diagnosis with the physicians’ education (p≤ 0. 05)، most of the study subjects stated the average satisfaction about the physicians'' education. According to the results of this study in which the patients stated the average satisfaction about the physicians'' education in the most items and also considering that the patients'' education is an important element for development of community health promotion، performing planned in-service workshops for physicians about communication skills and patients'' education is suggested.

Ethical climate in operating rooms is an effective factor in the quality of clinical education among operation room and anesthesiology students. This study was performed to determine the ethical climate of operating rooms from viewpoint of operation room and anesthesiology students in Torbat Heydariyeh University of Medical Sciences in 2015. This is a cross- sectional study with descriptive- analytical approach that was conducted in Torbat Heydariyeh University of Medical Sciences in 2015. All of the operation room and anesthesiology students were included in the study (n=150). Data was collected using students، demographic characteristics and Olson Hospital Ethical Climate Survey (HECS) questionnaire. Data was analyzed with SPSS20 software and descriptive statistics (frequency، percent)، Tukey post hoc and ANOVA statistical tests. Mean age of the students was 21. 66±1. 44. Mean of HECS subscales from the viewpoint of under studied students were as following: colleagues (2. 5±3. 707)، physicians (3. 4±3. 57)، managers (3. 7±3. 706)، patients (3±3. 37)، hospital (4. 04±3. 34). There was significant association between ethical climate and academic semester (p=0. 01). There wasn’t significant association between ethical climate and the field of study (p=0. 278). Ethical climate was positive from the viewpoint of operation room and anesthesiology students. Among the ethical climate domains، colleagues، physicians and managers were in desirable level; patients and hospital domains were in undesirable level، so we recommend promoting ethical climate with especial emphasis on the mentioned areas.

Consent of the students - as one of the fundamental elements of the universities- can make more competence and should be notified in the priority setting of the educational programs. Students consent is an indicator of the effectiveness of all educational areas، scientific and practical، and refers to individual''s compatible and incompatible emotions regarding to the study course. In this cross-sectional study with census approach، a self-made questionnaire with confirmed reliability and validity، was distributed among 160 dentistry students at clinical and basic academic levels. The questionnaire was included two sections related to demographic characteristics and students consent. Consent questions was related to the reasons of selection and being interested to the course and designed in 5-point Likert scales. Data was analyzed using SPSS software. The results showed that 91. 3% of the students declared that if they were re-participated in the entrance exam، they would select the dental course، again. The significant reason of this selection was the outrank of dentistry among the academic courses. The most common and uncommon reasons of the course consent were social situation and educational system encouragement، respectively. The highest consent was observed at the basic academic level. Senior students had a lower satisfaction about their academic course which needs more research and consideration. The university and educational system encouragement had a little impact on students'' consent which needs more attention.

Due to various factors، college education is a stressful period and the students may experience educational burnout for different reasons such as demanding high level of endeavor for learning or lack of supportive mechanisms for effective coping with the problems. In this correlation type cross – sectional study، 200 paramedic students were selected through randomized stratified sampling with standardized educational burnout and mental health questionnaires. The obtained data were analyzed by SPSS software (v: 11. 5)، T test، Chi square، and correlation statistical tests. Mean age of the students was 21. 67±1. 4 years، mean educational burnout score 40. 56±8. 5 and mean mental health score 28. 03±11. 2. Mean educational burnout score in lab technology students and anesthesia students were higher in comparison with radiology and operation room students. However، there is no statistically significant difference. It was found that there was a statistically significant association between the students'' educational burnout score and mental health score (p<0. 05). According to the given results، it can be concluded that some fields in the college education can cause educational burnout and therefore have negative impact on mental health of the students.

Teachers assessment is performed in different aspects and its purpose is quality improvement in teaching process and better education. One of the aspects of this evaluation process is to know the view- points of the students as educational consumers. This study is conducted to investigate the factors affecting students'' scoring on the teachers assessment forms from the standpoints of teachers and students in Nursing and Midwifery Faculty of Sanandaj. Thirty teachers and 246 students of faculty have participated in this descriptive cross sectional study. Data were collected using a two-part questionnaire that included demographic information and questions about different factors influencing teachers evaluation scorings. The results showed that the in teachers viewpoints، having patience in filling out the evaluation forms is the most important factor contributing to the results of teachers assessment by students، and the gender of teacher is the least important factor. From students viewpoints، the most important factor involved in evaluating results of teachers was the teacher،s scientific expertise on course material and the least important factor was the age of teacher. Based on the results of this study، teachers assessment by the students is regulated from the perspective of both the students and faculty members in Nursing - Midwifery Faculty of Sanandaj، and negative confounding factors have a limited impact on it. So، the evaluation results should be viewed with a positive outlook، and the teachers should improve the negative aspects in this evaluation process by enhancing their performance on those areas، and ultimately by improving the quality of their performance، to help in quality improvement of education in Faculty.