educational method

The purpose of this study is to investigate the methods of doctrinal training of prophecy and its philosophical foundations in the Holy Quran. This research is in the line of applied research and is of qualitative type.

The research method was analytical-inferential. The information of this research has been collected by library method with the tool of taking notes and referring directly to the holy verses of the Holy Quran and identifying related documents, reference books, researches and other valid sources.

The findings of this study are: in explaining the necessity of prophecy and the purpose of the resurrection of the prophets and the introduction and virtue of the prophets over each other and the superiority of the Holy Prophet (PBUH) and methods of revelation, infallibility and miracle and introducing the proponents and opponents of the prophets,

explanatory, Questioning, questioning, oratory, dialogue, history, good debate, explanatory (verses), remembrance, allegory (proverb), historical, philosophical principles: the basis of inviting the prophets to monotheism and reminding of the resurrection, continuity and continuity of guidance.

With the revelation of prophets, messengers and imams, the divine tradition of revelation, having special knowledge as the basis of infallibility of prophets, miracles with divine permission and will, man's innate tendency to lead, a factor for tending to prophets, arrogance and arrogance A factor for denial, denial and opposition to the prophets.

Excessive consumption of fast food as well as its adverse health effectschanges the taste of children and leads them to unhealthy eating habits in adulthood. Therefore, proper education is essential for childrenchr('39')s empowerment (knowledge, attitude, and performance).

The effect of education, using the pamphlet presentation method, on fast food consumption in children was investigated.

A quasi-experimental study wasperformed on 120 students (60 controls and 60 cases) of fourth, fifth, and sixth-grade students in Birjand using cluster random sampling. The training was performed by pamphlet method and data were collected using a researcher-made questionnaire whose validity and reliability were confirmed by experts and Cronbachchr('39')s alpha test (α = 0.87) before and one month after the intervention. In data analysis, SPSS 16 and descriptive and analytical statistical tests (P= 0.05)) were used.

The results suggested excessive consumption of fast food in children. Statistical tests showed that pamphlet education has not had a significant effect on studentschr('39') knowledge (P = 0.4), attitude (P = 0.9), and performance (P = 0.09) in the field of fast food consumption behavior.

Despite the excessive consumption of fast food in children in Birjand, pamphlet education does not significantly improve the behavior of elementary students. Therefore, it is recommended to use either other appropriate educational methods to empower this age group or this medium in combination with other methods.

The purpose of this study is to analyze and study the methods of recognizing and believing in monotheism based on its philosophical foundations in the Holy Quran.

This research is in the line of applied research and is a qualitative research. The research method is analytical-inferential. After referring to the Holy Quran and extracting the methods of religious education and philosophical foundations under the axes of proving the existence of God, explaining monotheism (intrinsic, attributes, actions, worship, legislation), communication with God and forbidding association with deniers of God

The research findings are:

Awakening of nature, creating questions, reminders, explanations, examples, verses, compilations, historical, allegories, good debate, oratory, dialogue, questioning and philosophical principles: the divinity of human nature, forgetfulness Rebellion, weak creation, inherent dependence on the occurrence and survival and acceptance of God as Creator and eternity and eternity and His oneness and closeness to us and that the judgment is only from God was achieved.

The findings of this study can be used in order to apply in education, especially religious education, and in order to strengthen the beliefs of educators and deal with doubts.

The development of moral virtues and the elimination of vices are among the most important goals of moral education in religious teachings; therefore, the verses and narrations of the Infallibles are full of the principles and methods of moral education and one of the contemporary interpretations that has paid much attention to this important issue. It is an exemplary interpretation. Therefore, this descriptive-analytical research seeks to answer the question of what are the principles and methods of moral education in verses and hadiths based on interpretation of  Nemoneh? In this study, a total of 14 principles and 33 methods were extracted from the interpretation of the sample as the principles and methods of moral education; Grace, justice, dignity, reason, reminder, tolerance, expression or prohibition of love and precedence, and to achieve these principles, the following methods were obtained: self-indoctrination, self-imposed, insight, invitation to faith, duty-making, self-calculation , Contextualization, change of position, modeling, confrontation with the results of actions, stimulation of faith, infection, adornment of appearance, decoration of speech, exaggeration in forgiveness, repentance, evangelism, m Gift in reward, extensive assignment, warning, punishment to the extent of error, expression of ability, negligence, cultivation, teaching wisdom, good preaching, remembrance of blessings, instruction, step-by-step assignment, review of assignments, expression of love and anger, grant And prohibition and duty have been widely identified as methods of moral education.

Providing training to enhance professional competence is one of the concerns of medical education. One of the common teaching methodology is Continuing Education in medical sciences universities. The purpose of the present study was to review current and effective educational methods in continuing medical education. This cross-sectional study was conducted through search of Persian and English articles in databases of Google Scholar Elsevier ISI (Web of Science), Barakatkns, Scopus during 2000-2018. Search was conducted by using the keywords of teaching method, individuals of continuing education, common teaching method, and education. The result of the search was 84 articles that after the title screening and abstract of 35 articles were recognized as inclusion criteria. The results showed that one of the most important factors affecting the impact of continuing education is teaching methods and teaching methods. Many studies have emphasized the importance of teaching methods in continuing education programs for physicians.The basis of continuing education should be the goal of sustainable learning and behavior change in the health care approach.Whereas the role of new methods and the emergence of education in influencing learning during health activities cannot be ignored, ttherefore, current approaches to medical science education along with new approaches are one of the most effective approaches to sustainable learning in employees, because sustainable learning will encourage individuals to continue and perform health care properly while sustained learning, it will provide stable performance. In addition to lectures, effective teaching methods such as group discussion, cooperative teaching model, problem solving method, e-learning, clinical education, evidence-based medicine, and simulation-based medical education can be used.

Increasing access to hardware and software applications for e-learning has opened a new horizon facing educational institutions that can help to enhance the quality of education. This study was designed to compare the satisfaction and success rate of medical students for their endocrine pathophysiology course with two methods of education using e-learning vs lecture-based mode of instruction. This study was conducted on 57 medical students of Zanjan University of Medical Sciences in academic educational year of 2012. Topics related to pathophysiology of endocrine system were divided into two parts. Half of the instructional content delivered via lecture-based approach by two other instructors while the remaining divided in two parts and conveyed by the researcher via e-learning and lecture. At the end of the course the level of satisfaction of the students was evaluated by a valid questionnaire and their scores in lecture courses were compared with scores in courses taught using distance education There were no significant differences between average test scores of students in e- learning courses (11. 9± 2. 7) and in lecture –based delivery of the course with the same teacher (12. 25± 2. 3) and also courses taught by lecture of other teachers (11. 2± 3. 4). The students were ranked based on their final scores in basic science courses. No difference was found between the scores of strong students in e-learning and lecture training contents. However، weak students got better scores in lecture training courses though their success rate to pass the courses were not different. E-learning is as effective as conventional lectures in training the pathophysiology of endocrine system course in medical students. Studies on comparing cost of the two methods are recommended

Considering the growing trend of information at the current era and development of educational patterns، transforming traditional education into e-learning is becoming increasingly popular. The present study was conducted to compare dental public health course offered through traditional training and e-learning. In this semi-experimental study، 70 senior (11thand 12thterms) dental students in Shahid Beheshti Dental School who took dental public health course in the first semester of 2010-2011 educational year were selected by census sampling method and assigned to the intervention or control group based on their term. Data were collected using the standard translated version of Distance Learning Attitude Survey (DLAS) questionnaire that was used after determining its validity and reliability. This questionnaire measured the success criteria of e-learning in students. The course was offered online to the intervention and as traditional classroom teaching to the control group for one semester. At the end of the course، a written examination was held for the students in both groups to evaluate their educational progress. Also، students’ satisfaction about the educational method was assessed using the translated version of Individual Development and Educational Assessment (IDEA) questionnaire after determination of its validity and reliability. SPSS software was used for data analysis. 36 students، were assigned to the e-learning instruction group13 (36. 1%) were males and 23 (63. 9%) were females. Thirty four subjects were assigned to the traditional classroom instruction group out of which 10 (29. 4%) were males and 24 (70. 6%) were females. In terms of demographic characteristics، the only difference between the two groups was in the daily computer usage. The mean± SD of the final examination score was similar in the two groups of e-learning and traditional classroom teaching and no significant difference was detected in this respect. Students’ satisfaction in the two groups was compared in five domains. The first 4 domains were the instructor’s teaching، the educational content، attitude towards the educational course، and difficulty of the course and no significant difference was detected between the two groups in the mentioned domains. The only significant difference between the two groups was observed in the fifth domain namely the final perception and judgment of students (P<0. 0001، 2. 93 versus 3. 85). All students successfully passed the course. No statistically significant difference was found between the two groups in terms of the knowledge gained about dental public health. E-learning method successfully achieved its objectives which were the development of positive attitude in students towards online education and obtaining their satisfaction. Given the necessary equipment and under certain conditions، e-learning can be successfully used as a substitute for traditional education in national dental universities.

One of the most important principles of educationg concepts and establishing skills in nursing students is the use of proper gool-based educational methods. Special attention has to be paid to medication administration skills, in order to provide patients’ health. Identifying the best educational ways for administrating medication by nursing students can solve some of the existing educational problems. This experimental study was conducted to compare the impact of traditional and multimedia independent teaching method on cognitive knowledge and psychomotor skills of first year nursing students. In an experimental study 80 first year nursing students participated and were randomly divided into experimental and control groups. The control group was taught by the traditional method and the experimental group by multimedia independent teaching method. The initial and retention of cognitive knowledge and psychomotor skills were measured by a post-test and standard checklist right after the instruction and one month later. Also, the students’ opinion on applied strategies was asked by a separate questionnaire. The results were analyzed by descriptive statistics and using t-test and Chi2. Based on the results no significant difference in administrating medication skills was observed between the case and experimental groups in the first stage. But there was a significant difference in initial cognitive knowledge between the two groups. Analysis of data indicated that neither cognitive nor psychomotor skills were statistically different one month after the education. Both methods, however, were found to be effective. Most participants preferred multimedia teaching method to traditional method. Although there was no difference in psychomotor skills of the two groups, due to the students’ emphasis on multimedia independent teaching, it is recommended to use this method in nursing education.