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In the first half of April 2019, heavy rains in central and western parts of Iran resulted in great floods. The rains affected 24 provinces and caused extensive damage to urban and rural infrastructure. Since Iran, especially the northern, western, and southern provinces of Iran are prone to floods, the floods are expected to occur every year in many provinces. Therefore, the present study aimed to investigate the needs and problems of the Red Crescent Society in different provinces of Iran in response to the great flood of Iran in 2019.

This cross-sectional study was performed in all provinces of Iran after the end of the flood response operations in April 2017. The required data were collected through a researcher-made questionnaire and interviews with provincial operational managers. The designed questionnaire had different parts about the situation of the provinces in the face of floods, the most important problems faced during floods, and the most important needs for facing floods. Participants were also asked two questions about the information and equipment they should have had before the flood.

Analysis of the answers revealed that 24 provinces (77.41% of the country) were affected by the floods. The most common problems were lack of equipment and low public awareness which were repeated by the subjects 24 and 17 times, respectively. Moreover, the need for specialized equipment and training courses were also the most important needs.

Based on the findings, the Iranian Red Crescent Society faced many problems and needs during the disaster relief process in the 2019 flood which indicated the lack of a comprehensive plan for flood management in Iran. Therefore, policymakers and disaster managers must develop practical and localized guidelines for relief according to the conditions of Iran in order to achieve the ultimate goal of disaster management which is to reduce deaths, injuries, and financial damages.

The success of therapeutic results of assisted reproductive techniques is related to several factors, including the extent of female anxiety. The aim of this study was to determine the effect of training problem solving skills on the anxiety of female candidates for intrauterine insemination in Moheb Yas Hospital in Tehran (2015).
This experimental study was a two-group design (intervention and control) of pre-test and post-test type. The data collection tool was a sociodemographic form and Beck Anxiety Inventory. The samples comprised of 49 female candidates for assisted reproductive technique of intrauterine insemination, with the least Anxiety Score of eight from Beck Anxiety Inventory. Based on this inventory, participants were homogenized in terms of different levels of anxiety and were randomly assigned into intervention and control groups. For intervention group, the problem-solving skills were trained for three sessions of 2-2.5 hours. Then, Beck's Anxiety Inventory was filled in both intervention and control groups, one day and 9 weeks after the end of the intervention. The data was analyzed in SPSS version 16, using the descriptive and analytical statistics (Mann-Whitney, Wilcoxon, and Paired t-test).
There was no significant difference in the anxiety score among the two intervention and control groups before intervention, whereas the anxiety score indicated a significant difference between the two groups (P=0.001) one day and 9 weeks after the end of the intervention. Training problem-solving skills significantly reduced the anxiety of the intervention group one day after the intervention, and the decrease also remained stable at 9 weeks after the end of the intervention (p = 0.001).
By training problem-solving skills, we can reduce the anxiety among female candidates for intrauterine insemination.

Problem-solving ability is one of the most important means of family stability that enables the families to understand their roles, functions, and performances. Self-efficacy deficiency in problem-solving runs through many families. This qualitative study was conducted to investigate and describe how couples solve problems in their families.
This study was conducted to detect couples’ self-efficacy deficiency in problem-solving using purposive sampling method. Several deep semi-structured interviews based on McMaster model and observations were conducted by nine family therapists and psychiatrists on four couples (eight persons) living in Yazd (Iran).The interviews were performed, audio-recorded, and transcribed verbatim. The analysis was interpreted through directed content analysis methods.
Families in Yazd (Iran) made some attempts to solve their problems, but their efforts were not enough, and thus they suffered from self-efficacy deficiency, which included 8 categories. The main theme distilled from the data of 17 participants was self-efficacy deficiency, which included the following categories: avoidance, insolvency, interference from others, ineffective self-treatment, behavioral problems, stubbornness, superficiality, and denial.
It is of paramount importance to identify self-efficacy deficiency in families and promote problem- solving programs to increase family stability. In the present study, the main deficiencies in problem-solving were detected.

Waiting period of fertility treatment is stressful, therefore it is necessary to use effective coping strategies to cope with waiting period of intrauterine insemination (IUI) treatment.

The aim of this study was comparing the effect of the positive reappraisal coping intervention (PRCI) with the problem-solving skills training (PSS) on the coping strategies of IUI waiting period, in infertile women referred to Milad Infertility Center in Mashhad.

In this randomized clinical trial, 108 women were evaluated into three groups. The control group received the routine care, but in PRCI group, two training sessions were held and they were asked to review the coping thoughts cards and fill out the daily monitoring forms during the waiting period, and in PSS group problem-solving skill were taught during 3 sessions. The coping strategies were compared between three groups on the 10th day of IUI waiting period.

Results showed that the mean score for problem-focused were significantly different between the control (28.54±9.70), PSS (33.71±9.31), and PRCI (30.74±10.96) (p=0.025) groups. There were significant differences between the PSS group and others groups, and mean emotion-focused were significantly different between the control (32.09±11.65), PSS (29.20±9.88), and PRCI (28.74±7.96) (p=0.036) groups. There were significant differences between the PRCI and the control group (p=0.047).

PSS was more effective to increase problem-focused coping strategies than PRCI, therefore it is recommended that this intervention should be used in infertility treatment centers.

Despite the importance of curriculum analysis for internal refinement of a programme, the approach for such a step in under-described in the literature. This article describes the analysis of the medical curriculum at the Faculty of Medicine, University of Gezira (FMUG). This analysis is crucial in the era of innovative medical education since introducing new curricula and curricular changes has become a common occurrence in medical education worldwide.
The curriculum analysis was qualitatively approached using descriptive analysis and adopting Harden’s 10 Questions of curriculum development framework approach. Answering Harden’s questions reflects the fundamental curricular components and how the different aspects of a curriculum framework fit together. The key features highlighted in the curriculum-related material and literature have been presented.
The analysis of the curriculum of FMUG reveals a curriculum with interactive components. Clear structured objectives and goals reflect the faculty’s vision. The approach for needs assessment is based on a scientific ground, and the curriculum integrated contents have been set to meet national and international requirements. Adopting SPICES strategies helps FMUG and students achieve the objectives of the curriculum. Multiple motivated instructional methods are adopted, fostering coping with the programme objectives and outcomes. A wide range of assessment methods has been adopted to assess the learning outcomes of the curriculum correctly, reliably, and in alignment with the intended outcomes. The prevailing conducive educational environment of FMUG is favourable for its operation and profoundly influences the outcome of the programme. And there is a well-defined policy for curriculum management, monitoring and evaluation.
Harden’s 10 questions are satisfactorily addressed by the multi-disciplinary and well-developed FMUG curriculum. The current curriculum supports the well-written faculty missions and educational objectives. It presents a structured, conceptual framework that supports the validity of the assumption behind the curriculum. The curriculum enhances intellectual and academic pursuits and supports social accountability.

Learning about fitness for work and return to work is an important subject for students in the medical sciences, but the educational method is important too. Problem-based learning (PBL) is an important method that should be examined in occupational health studies. The objective of this study was to compare the effects of three educational methods for learning about fitness for work and return to work for students in the medical sciences.
This study was a quasi-experimental study using the curriculum of the Ministry of Health for 150 occupational health students in the School of Health at Mashhad University; fitness for work and return to work was taught with attention to various educational methods. Group A (n = 50) received presentations and lectures; group B (n = 50) received additional Clinical practice observations; and group C (n = 50) received PBL. Pre- and post-assessments were used to determine change in knowledge and the results were compared among the three groups of participants; then results of exams were analyzed with SPSS 16, using Analysis of variance (ANOVA) (with post hoc Tukey), and statistical significance of P The total grade (20) of fitness for work and return to work for group A was 13.22 ± 0.64, for group B, 14.27 ± 1.01 and for group C, 16.28 ± 0.01. The between-groups comparisons showed significant differences among all three groups (P According to the results, PBL was the best method for learning of fitness for work and return to work in students studying medical sciences.

There are various methods of training for medical students in different colleges. Fast knowledge transfer and maximum learning are the main goals of education. Due to the limited time and also high volume of content knowledge during residency, using the best methods of training can play an important role in enhancing the skills of residents. In the current study, small group discussion as a teaching method was compared with the traditional method.
In this cohort study, two groups of residents that had finished a 4-year course of orthopedic residency training programs in Tabriz and Urmia universities of medical sciences was being examined. They were divided in two groups. In order to compare the impact of the training on residents, it was compared with the result of the State Board standardized exam. The number of residents passing the written test and the Objective Structural Clinical Examination (OSCE) per year have been identified and compared with the groups under investigation.
Fifty-one residents, including 4 women (7.8%) and 47 men (92.2%), were studied for this purpose. Success rate for the small group discussion in the written exam was 59.2% and in the OSCE was 24% (95% CI). On the other hand, the success rates for the group who were trained in the traditional way were 37% and 16.6% in the written exam and OSCE, respectively. In both cases the differences were significant.
The small group discussion method is an effective method in residency training in surgical fields that increases medical students’ learning abilities compared to traditional methods of education.