y. adib

In the social accountability of the curriculum, all medical education activities are aimed at training doctors who are able to meet the health needs of society. In Iran's medical education system, there is a weakness in responding to the needs of society, and the connection between students and society has gradually weakened. The purpose of this study was to design and validate a clinical education curriculum model based on social accountability for general medicine students.

A sequential exploratory mixed-method approach was used to conduct this study at Tabriz University of Medical Sciences, combining qualitative and quantitative methods. The model was designed using the inductive content analysis method in the qualitative stage and validated through the descriptive-survey method in the quantitative stage. In order to collect data in the qualitative part, the method of studying previous documents, scientific texts and semi-structured interviews with experts and specialists was used, and in the quantitative part, a questionnaire prepared by the researcher was used. The model was developed using the views of 14 professors and 5 general practitioners, selected through purposive and sequential sampling until information saturation was reached.  The model was validated by obtaining opinions from 15 experts using a purposeful and criteria-based method. The content validity ratio (CVR) was estimated using the Lawshe's formula.

In the qualitative phase, this study identified the characteristics of an ideal clinical education curriculum for a general medicine course based on a social responsibility approach. The characteristics identified were based on the four elements of Tyler's model. Based on the findings of this part of the research, the extracted codes in 114 subcategories and 13 main categories include goals: knowledge, attitude, and skills; Content: clinical sciences and skills, health sciences, behavioral sciences, social and professional ethics, communication and leadership skills, and content organization; Teaching-learning methods educational strategies, and teaching-learning methods; Assessment methods performance assessment in vivo, performance assessment in vitro, and essay assignments. In the quantitative phase, the designed model's components and elements underwent validation through expert agreement and received approval with a content validity ratio of CVR=0.81.

In the proposed pattern, the clinical competencies required by general practitioners were the main focus of designing, explaining and describing curriculum elements. Also, this model is designed in such a way that it can meet the needs of society and medical students. It is suggested that medical school officials and curriculum planners use the proposed model in designing the curriculum of general medicine courses to enable medical students to respond to the needs of society.

To understand the process by which Spiritual Intelligence (SI) is developed a group of 21 Tabrizi high school students, along with their teachers and people who interacted with them, were interviewed in a semi-structured way, to the point of data saturation. The collected data were content analyzed and their validity was increased through triangulation and participants’ feedback. Results show that the process of developing SI is rather complex as it is affected by both internal and external factors and consequently can only be described as a set of intertwined stages that their exact order is not fixed, yet with inferences made from the participants’ life experiences and their interpretation of findings, it can be said that the process starts with the realization of the SI’s importance and goes through stages of model selection and gaining of spiritual experiences that lead to consequences among which internal peace and quiet which is conceptualized as the central phenomenon in this research.

Simulation-based training is a method of creating an educational experience without being present in a real environment. Recently, this method has become a priority in medical education, particularly in the context of patient safety. It is important to address the competencies of instructors in simulation-based education alongside the advantages and limitations of this method. Therefore, the aim of this study is to identify the components of competency for medical education instructors in simulation-based training.

This qualitative study was phenomenology. Semi-structured interviews with 8 Purposive sample of medical education instructors was conducted (from 23 October 2022 to 20 February 2023). Interviews were analyzed using the seven-step Colaizzi method. Then the identified concepts were coded using MAXQDA software.

115 primary codes, 18 sub-themes and 4 main themes were identified, including: personal competence (self-directed learning and teacher's attitude), professional knowledge competence (professional development and instructional design), professional skill competence (participation, collaborate and purposeful use of simulation) and assessment competence (Assessment and continuous improvement).

Medical education instructors need to be empowered for using simulation-based education. The indicators identified in this research can be used to improving the competences of them.

Nowadays, simulation in nursing education is a constant component in preparing and improving the clinical performance of nurses and is part of the curriculum of most undergraduate nursing programs. The aim of this study was to design a curriculum model based on simulation in nursing education through synthesis research method.

This qualitative research with aim of identifying components of curriculum based on simulation using directed content analysis method has been done The inclusion criteria for this study included all valid scientific research related to the subject between 2007 and 2021. By regular searches in the databases of PubMed, ProQuest, ScienceDirect, Eric, Springer, CINAHL, 230 identified studies and 80 studies for the final review was selected. The researcher-made worksheet form was used to collect, record and report the initial research information. Findings were analyzed using the seven-stage qualitative content analysis. To ensure the coding method, two evaluators were used to re-codify the findings and to confirm the reliability of the Cohen Kappa coefficient formula was used. In this study, the agreement between the evaluators was 0. 81 or 81%.

Based on the results, the logic of this curriculum includes increasing critical thinking, increasing self-esteem, increasing competence, increasing team, and group cooperation, increasing self-efficacy, increasing patient safety, and its goals include creating basic knowledge, acquiring diagnostic skills, assistance Transferring learning, reducing the gap between clinical environments and theory classes, helps to increase the attractiveness of education, which can be achieved through methods such as role-playing, collaborative learning, problem-based learning, and so on.

The results showed that the simulation-based curriculum could fill the gap between theory and practice in nursing education.

This study was undertaken to investigate the relationship between critical thinking tendency, academic optimism, and teaching philosophy among senior secondary school teachers. The research design was descriptive-correlational and random stratified sampling method was utilized to draw the sample (114 subjects). The research instruments consisted of Critical Thinking Disposition Questionnaire (Ricketts, 2003), Academic Optimism Scale (Beard et al., 2010), and Educational Philosophy Survey (Sadker & Sadker, 1997) whose validity and reliability were confirmed. The collected data were analyzed using Pearson correlation coefficient and multivariate regression. Results demonstrated that there was a positive, significant relationship between the efficiency dimension of the component of academic optimism and educational philosophies of Perennialism, Progressivism, and Reconstructionism, and between the dimension of trust in parents and students and educational philosophies of Essentialism, Perennialism, Progressivism, and Existentialism, as well as between the dimension of academic emphasis and educational philosophies of Progressivism and Reconstructionism. Furthermore, it was found that there was a positive, significant relationship between innovativeness component of critical thinking tendency and educational philosophies of Perennialism,  Progressivism, and Reconstructionism, and between the dimension of cognitive maturity and educational philosophies of Essentialism, Perennialism, and Existentialism, as well as between the engagement dimension of commitment from the component of critical thinking tendency and educational philosophies of Essentialism, Perennialism, Progressivism, Reconstructionism, and Existentialism. Based on the findings, the share of the components of commitment (0.40) and trust in parents and students (0.260) was more than other components of critical thinking tendency and academic optimism in the explanation of the philosophies of education.

This present study is aimed to investigate the lived experiences of the teachers who have been dealing with students with special learning disorders for years, on a phenomenological qualitative approach. The data is collected using semi-structural interviews with 9 teachers who had the required criterion and were working at learning disorder centers in Bandar Abbas through purposeful sampling until it reached the data saturation stage. Then, the data was analyzed through four stages employing the method proposed by Smith. The findings implied six main categories: Moral and behavioral characteristics of SLD Children, Family Role, School Performance, Teaching Requirements, the Effect of Job on the Teacher’s Life, Remedial and Educational Facilities and nineteen sub-categories. The investigation of teachers’ experiences gives valuable information to families, teachers and special teaching educators to recognize and intervene on time, multilateral support and to help improve the status and conditions of children with special learning disabilities.

Developing a positive attitude toward the subject under study is one of the common educational goals today. Teachers as well as parents believe that the student's attitude toward the subject matter affects the student's success in school. High school students' perceptions regarding technology learning may influence their decision to study in a field at the university and work in the context of science, technology, engineering, and mathematics which are considered to be the basis of economic development in developed countries. During the past decades, there has been a growing gap between the scientific and technical skills offered by the schools and the economic demand in this area, and the number of the learners and those who have been trained in technology and science has decreased in some cases. Since the main objectives of the field of education and learning  of the work and technology curriculum in the Fundamental Document of Transformation of Education for the first  year of high school is obtaining  the merits and positive attitude towards technology and entrepreneurship, the aim of this study  is investigating the relationship between attitude toward  work and technology with technological attitude and entrepreneurship of high school students in destrict one of Tabriz in the academic year 2018-2019.  

This study was a correlational research using structural equation modeling method. Data were analyzed using least squares method. This method tests the pattern in two steps which include the measurement and structural pattern test. The measurement model examines the validity and reliability of measurement tools and research structures and tests the structural pattern of hypotheses and relationships of latent variables. The statistical population consisted of 15386 high school boys and girls in district one of Tabriz who were studying in the academic year 2018-2019. The sample was selected by proportional random sampling method (the seventh, eighth, and ninth grade) and since the original questionnaire had 40 components, 10 subjects were selected for each component and on the whole, 402 subjects were selected. Data were collected using the Liou and Kuo Technological Attitude Questionnaire (2014), Athayde Entrepreneurial Attitude Questionnaire (2009), and a researcher-made attitude to career and technology c ourse Questionnaire. To test the hypotheses, structural equation analysis using Smart PLS 3 software was used.

The findings showed that there was a very close relationship between career and technology course, attitude to technology and entrepreneurship. Hypotheses were significant at 0.001 level and t-statistic was significant as it was higher than 1.96. Attitude to career and technology course explains  self-efficacy of learning technology as 0.44, the value of earning technology as 0.56, strategies of learning technology  as 0.56, goal orientation of learning technology as 0.63, environmental stimulus of learning technology  as 0.64, self-regulation-triggering of learning technology as 0.54, self-Regulation Implementation of learning technology as  0.68, others’ leadership as 0.40, achievement as 0.56, personal control as 0.30, creativity as 0.42, and intuition as 0.38.

Attitude to career and technology course explained the components of technological attitude and the components of attitude to entrepreneurship. The high significance of a positive attitude to the career and technology course lies in having a positive relationship with valuable components such as self-efficacy, learning value, strategies of learning, goal orientation, environment stimulus, creating self-regulation, leadership of others, achievement, self-control, creativity and intuition; therefore, it is recommended to prioritize this course. Knowing the attitude factors and their relationship to the subjects of courses can help teachers to improve the curriculum and the effectiveness of teaching methods so that students can be more successful in learning their lessons, academic performance, and career. 

The current study has been done with the aim of determining the desirable features of the curriculum  education along with production in sewing field of vocational schools. This research is practical in purpose and  is done using a descriptive-survey method. The statistical population  includes all the sewing field trainees of vocational schools in Iran. From among a total number of 1720 sewing filed trainees, 314 people were chosen by the random stratified method  according to Cochran formula. In order to gather data, a researcher-made questionnaire was used. The questionnaire’s validity was confirmed by curriculum and educational planners as well as sewing trainees. Its reliability was obtained  by Cronbach's alpha method, 0.845. The results of the research  indicate that in determining the desirable features of the curriculum education along with production, in addition to the required properties for the curriculum elements including purposes, contents, teaching-learning methods, evaluation, time, site and groupings, some properties of the components related to this pattern  including the amount of production, the funding method, the way of buying raw materials and selling the products and non-technical competencies need to be noticed.