problem solving skills

Education is one of the most basic needs of human societies and one of the axes of development, and problem-solving is a vital skill for living in the present age. The present study was conducted to compare the effect of lecture (face-to-face) and multimedia (virtual) training on the problem-solving skills of nurses in 2023.

The present study is a quasi-experimental research design of the pre-test and post-test type with a control group. The research population consisted of all nurses working at the 15 Khordad Hospital affiliated with Shahid Beheshti University of Medical Sciences. Participants were conveniently sampled and divided into two groups: one receiving training through lectures (using PowerPoint and a whiteboard along with Q&A) and the other receiving multimedia training (educational content on problem-solving skills and techniques necessary for coping with challenging situations, delivered in a workshop format across 4 sessions of 2 hours over 2 days). In the multimedia training group, after the pre-test, the prepared educational content was also sent as scenario-based material in a compressed file via social media networks. After the training was conducted, both groups were re-evaluated in the post-test, and the data were analyzed using SPSS 25 with independent t-tests.

The findings showed that the mean age and standard deviation of nurses in the intervention group was 33.44 ± 4.19, and in the control group it was 33±5.29. In terms of education, 88% in the intervention group and 84% in the control group had bachelor's degrees. Moreover, 84% of participants in the intervention group and 76% in the control group were married. There was a significant difference between the two groups regarding problem-solving skills scores after the intervention, indicating that the intervention had a positive effect on problem-solving skills scores (p = 0.001).

According to the findings of the research, it can be concluded that education with a multimedia approach has a positive effect on the problem solving skills of nurses. It is recommended to use new and creative teaching methods such as multimedia approach to improve nurses’ problem-solving skills.

Introduction and The aim of this study was to compare the effectiveness of self-regulatory education and problem solving skills training on academic engagement and academic resilience of 10th grade male students in Ahvaz. The method of the present study was quasi-experimental with a pretest-posttest design and follow-up with a control group. Using multi-stage cluster sampling method, after random selection of a number of schools from all boys' secondary schools in Ahvaz, 60 tenth grade students were divided into 3 groups (including two intervention groups and a control group). Before the training classes, all three groups (including two intervention groups and a control group) were evaluated with the academic engagement questionnaire (Scheffley et al, 2002) and academic resilience Questionnaire (Martin and Marsh, 2009). Zimmerman (2000) self-regulatory skills and the second experimental group of Dezorilla and Goldfried (1971) problem solving skills training program were presented in 9 sessions. The data from the study were analyzed through repeated measurement ANOVA. The results showed that self-regulation training and problem-solving skills training had an effect on students' academic engagement and academic resilience. The results of post hoc test also showed that self-regulatory training had a greater impact on academic resilience. However, there was no significant difference between educational interventions in the variable of academic engagement. Based on the findings of this study, it can be concluded that self-regulation training and problem solving skills are appropriate intervention methods to increase students' academic engagement and academic resilience.

Childhood is one of the most important stages of life inwhich the person's personality is established and formed. Most ofthe maladaptation and behavioral disorders in adulthood arise fromignoring the emotional-behavioral problems in childhood and lackof proper guidance in the process of growth and development. Theaim of the present study was to compare the effectiveness of angermanagement and parenting training on problem solving skills inchildren with attention deficit hyperactivity disorder (ADHD). The present study is a semi-experimentalwith pretest-posttest design involving groups. The study populationincluded all male students with ADHD in Tehran Elementaryschools and their mothers in the academic year 1399-1400; Amongthem, a sample of 36 people was selected using the availablesampling method and randomly assigned to two experimental andcontrol groups. The American Psychiatric Association's AttentionDeficit Disorder Rating Scale, Connors Scale, and Hepner ProblemSolving Questionnaire were used to collect data. For experimentalgroups, parenting and anger management training based oncognitive-behavioral approach were held in 8 sessions of 70minutes. The control group did not receive any intervention. The results of the analysis showed that parenting andanger management training can improve problem solving skills inchildren with ADHD (P <0.05). The results of analysis of variancetest with differential score showed that anger management trainingon problem solving skills of children with ADHD is more effectivethan parenting training. These results support use of anger management andparenting training along with educational courses for children withADHD in order to prevent the occurrence, exacerbation andtransformation of symptoms of this disorder.

Life satisfaction is one of the issues that most families face throughout their lives, and if they do not achieve it, they experience many disabilities and challenges. Life satisfaction refers to a person's feelings about his/her performance and quality of life. In other words, it assesses one's health and well–being. Many factors contribute to satisfaction in life, among which problem–solving skills can be mentioned. Problem–solving skill is one of the decisive skills in life and helps people solve their problems with certain planning. Personality traits can be mentioned, among other factors affecting life satisfaction. Today, with many and varied problems, the number of families visiting counseling centers to acquire the necessary skills to be more satisfied with life is increasing day by day. One of the primary components that counselors and psychologists should be aware of is the personality characteristics of clients and how to teach problem–solving skills to families. This study aimed to model the mediating role of personality traits in the relationship between problem–solving skills and life satisfaction in families.

This research was conducted using the descriptive correlational method. The study’s statistical population included all couples referring to counseling centers in districts 2 and 5 of Tehran City, Iran, in the second half of 2018 and the first half of 2019 who were 1283 people. After determining the sample size by Lohlin volume estimation method which is based on hidden variables and taking into account the possibility of incomplete questionnaires, a sample of 290 people was selected by the available sampling method. In this study, the inclusion criteria were referrals to counseling in districts 2 and 5 of Tehran in the second half of 2018 and the first half of 2019, being interested in cooperating in research and lacking any mental illness. The exclusion criteria were lack of cooperation in research and getting sick. The following questionnaires were used to collect the required data: NEO Five–Factor Inventory (McKree and Costa, 2004), Problem Solving Inventory (Hepner & Baker, 1997), and Life Satisfaction Questionnaire (Diner et al., 2003). In this research, descriptive statistics including frequency, percentage, mean and standard deviation were used to describe the data. The Pearson correlation coefficient was used to examine the relationship between variables. Data analysis was done in SPSS and AMOS software. A significance level of 0.05 was considered.

The findings showed that the effect of total life satisfaction on the problem–solving skills variable was significant (p<0.001, β=0.439). Also, the direct effect of life satisfaction on the problem–solving skills variable was significant (p<0.001, β=0.285). On the other hand, the indirect effect of life satisfaction mediated by personality traits on the problem–solving skills variable was estimated using the Bootstrap estimation method (p<0.001, β=0.154). The research model had a good fit (X2/df=1.537, CFI=0.996, GFI=0.994, AGFI=0.990, RMSEA=0.031).

Based on the results of this study, the structural model of the study fits the collected data and explains life satisfaction. The problem–solving skill variable can be used through the mediation of personality traits.

One of the contexts that can play an important role in teaching and learning is educational simulation. Given the benefits of this technology, the present study investigates the impact of chemistry education using educational simulation on the spatial ability and problem solving skills of tenth grade female students in Tehran.

This is a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all 10th grade female students in district 2 of Tehran city (1310 students) in the academic year 97-98. 60 of them (30 experimental group) and 30 control group were selected by convenience sampling method. were chosen. The research tools included a combination of two tests of the spatial ability of Montana and Paul Newton and Helen Bristol and a researcher-made problem solving test.

Findings showed that after controlling for pre-test effects, there was a significant difference in spatial ability between the two experimental and control groups. Therefore, it can be said that educational simulation was effective on studentschr('39') spatial ability and problem solving skills. In mental rotation, spatial perception and spatial visualization, there was a significant difference between the two experimental and control groups, so it can be said that educational simulation was also effective in improving the components of studentschr('39') spatial ability.

The results of the present study showed that the use of simulation in chemistry instruction affects the students chr('39')spatial ability and problem solving ability and increases the studentschr('39') ability to solve the problem of chemistry.

Psychologists emphasize the importance of improving the quality of education and students’ achievement. Learned helplessness is among the factors that significantly impact students' academic failure, i.e., defined as the perception of uncontrollability of events. Learned helplessness caused by uncontrollable events leads to the belief that success and failure are beyond one's efforts. When one understands that their action has little effect on the environment and this situation continues forever, they become helpless. When helplessness recurrences and the condition becomes out of control, the individual stops attempting to solve problems. This inability leads to a decrease in students' academic self–efficacy and academic engagement. The current study aimed to investigate the effects of problem–solving skills training on academic self–efficacy and academic engagement difficulties in students with learned helplessness.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the study included all 11th–grade female students in Maragheh City, Iran, in the academic year of 2019–2020. Fifty–Six of them were diagnosed with learned helplessness after administering the Learned Helplessness Questionnaire (Quinless & Nelson, 1988). Then, 40 eligible candidates with a score less than cut–off point 96 in the Academic Self–Efficacy Questionnaire (Owen & Framan, 1988) and a score lower than the cut–off point of 59.5 in the Academic Engagement Questionnaire (Schaufeli et al., 2002) were selected by purposive sampling method. Then, they were randomly divided into the experimental and control groups (n=20/group). The number of research samples was obtained based on the effect size of 0.83, an alpha of 0.05, and a power of 0.90 per research group. Furthermore, no one was excluded from the study after randomization. The required data were gathered in the pretest and posttest phases using the Academic Self–Efficacy Questionnaire (Owen & Framan, 1988) and the Academic Engagement Questionnaire (Schaufeli and et al., 2002). The experimental group received 10 sixty–minute sessions of problem–solving skills training in 5 weeks as per the package of D’Zurilla and Goldfried (1971). Descriptive statistics, including mean and standard deviation as well as inferential statistics, including Analysis of Covariance (ANCOVA) were applied for analyzing the collected data in SPSS. The significance level for all tests was set at 0.05.

The ANCOVA results indicated that group problem–solving training increased the posttest score of academic self–efficacy in the experimental group (p<0.001). The effect size of the academic self–efficacy score was measured as 0.656. Moreover, the ANCOVA data indicated that group problem–solving training increased the posttest score of academic engagement in the experimental group (p<0.001). The effect size of the academic engagement score was obtained to be 0.55.

According to the research findings, problem–solving skills training impacted self–efficacy and academic achievement in the explored students with learned helplessness. Thus, teachers can use problem–solving skills while teaching students.

The impact of addiction on individual, family and social dimensions requires the identification of its predictive and preventive factors in individuals, especially soldiers. Therefore, the purpose of this study was to investigate the effectiveness of group problem solving skills training on soldiers' drug addiction potential.

The research method was quasi-experimental with pre-test and post-test with control group. The study population included all soldiers in one of the training camps (garrison) of NAJA in Kermanshah in summer 2017. The sampling method was based on availability. After conduction the Mac Andrew scale on soldiers, 36 participants who achieved more than the cut-off point of 34 were selected as the study sample. Then they were randomly divided into two groups (18 in each group). In the pre-test, soldiers completed the Weed & Butcher Addiction Potential Scale. Then, problem solving skills training was conducted for the experimental group for 8 sessions, two sessions per week (two hours) and no program was performed for the control group during this period. At the end of the sessions, both groups were simultaneously administered post-test using Weed & Butcher Addiction Potential Scale and data were analyzed by SPSS-18 software.

Mean of pre-test of addiction potential scale were 42.5±4.5 for experimental group and 42±6.1 for control group while the Mean of post-test of addiction potential scale were 31.2±5.5 for experimental group and 40.1±5.2 for control group, which indicates that problem solving training was effective in reducing potential for addiction. The results of analysis of covariance showed that the mean scores of addiction potential in the experimental group were significantly decreased by the training intervention (p=0.001, F=37.7), with a mean effect size of 0.52. Accordingly, group training problem solving skills accounts for 52% of the total variance of the addiction potential variable. Also, the statistical power of 1.00 indicates the sample size is sufficient. 

Training on problem solving skills by increasing psychological capacity helps soldiers to reduce their tendency to addiction by adapting to the environment. Therefore, it is suggested that problem solving skills training be included in the training program for soldiers in the barracks.

Aggression in childhood and adolescence is a risk factor for substance abuse, delinquency, and violence in adulthood. Since one of the causes of aggression in this period is the lack of problem-solving skills; hence the present study aimed to investigate the effect of problem-solving skills training by storytelling on aggression and to compare this method with the common method of problem-solving skill training by D'zurilla.   

This study was a quasi-experimental research with pretest-posttest control group design. The study population included all male primary school students of grade 5 and 6 in Tehran during the academic year 2014-2015. The sample included 36 aggressive students of the said population who were randomly assigned to two experimental groups and one control group. The experimental groups received 10 sessions of one hour training, but the control group received no intervention. Univariate and multivariate analysis of covariance were used to analyze the data.  

The findings of this study indicate that both methods were significantly effective on the aggression of the participants. However, problem-solving skills training via storytelling was more effective in reducing the aggression (F = 8.78, P <0.001), physical aggression (F = 9.03, P < 0.001) and hostility (F = 8.83, P < 0.001). No significant difference was observed between the groups in terms of violence.

Based on the findings of the present study, it can be concluded that due to their attractive content and emotional nature, stories are easy to recall and attract the attention of the participants and; thus, make the treatment sessions more attractive for children. On the other hand, stories are capable of teaching the cognitive reconstruction and challenging the child's automatic thoughts, which consequently will accelerate the process of learning and application of the acquired skills.

The purpose of this study was to determine the effectiveness of problem solving skills training on parent-adolescent conflicts and Internet addiction among adolescents in Torbat Heydarieh high school in 1397

In this study, a sample of 100 people was selected through targeted sampling. The research method was semi-experimental with control group and pre-test and post-test. Data were collected through the implementation of Internet addiction inventory (Yang et al., 1999) Questionnaire for Conflict Measurement between Parents and Sons of Strauss (2005). Eight sessions of problem solving skills training were conducted for experimental group after 8 weeks post-test. Data were analyzed using single-variable covariance analysis.
 

The findings also showed that problem solving skills are effective in reducing adolescent    Internet addiction. The findings indicate that problem solving skills training can reduce parent  -adolescent conflict among high school students.

It can be concluded from the results obtained in this research that education in adolescence age, which is the age of crises and conflicts, can be effective in preventing many of the injuries, especially the two variables that we have studied in this study.

) The significance of problem-solving skills is obvious to anyone. As learners are about to start higher education, they should improve their learning skills and be able to solve their problems independently. Therefore, a study was conducted to evaluate problem solving and assertiveness skills of resident of plastic and reconstructive surgery in Shahid Beheshti University of Medical Sciences in 2015-2016. This was a cross-sectional study. The population consisted of 46 Plastic surgery residents in Shahid Beheshti University of Medical Sciences. They worked at Fifteenth of Khordad and Shahid Modaress Hospitals. They were selected through census sampling. Heppner and Peterson standard questionnaires were used for problem solving and Rattus questionnaire for assertiveness skills. Finally, the data was analyzed using repeated measure ANOVA and Pearson's correlation coefficient using SPSS-22. The results showed no significant difference of problem solving and assertiveness skills of residents of Plastic Surgery in Fifteenth of Khordad and Shahid Modaress Hospitals (P>0.05). There was a relatively strong correlation between problem solving and assertiveness skills
(r= - 0/65). Through improving problem-solving skills among plastic surgery residents, assertiveness skills also expand. Thus, training programs should provide educational and life skill opportunities to equip learners with different abilities, including problem solving and assertiveness skills.

Background & One of the common medical problems in pregnancy is impaired glucose tolerance. Due to the fact that gestational diabetes is associated with adverse effects on mother and fetus, it also effects on different dimensions of patient's quality of life, so it is essential to take necessary measures to reduce side effect of the disease and promote the women’s quality of life with gestational diabetes mellitus. This study aims to the effects of problem-solving skills training on quality of life in women with gestational diabetes in Zanjan.
Materials & This is a clinical trial study. Samples included 76 women with gestational diabetes. Using randomized blocking method, thirty-eight subjects in the intervention group and thirty-eight subjects in the control group. Data was collected using SF26 quality of life questionnaire. In the intervention group, the problem-solving training session was held in 6 sessions of 45-60 minutes and the control group was received routine care. Data were analyzed using SPSS software, Kolmogorov-Smirnov, Friedman, repeated measures, Mann-Whitney and independent T-tests. The results show that mean score of quality of life in the intervention group was 44.73 ± 10.32 before the intervention this difference was statistically unsignificant and 43.09 ± 8.58 in the control group and 75.65 ± 14.80 in the intervention group and The control group was 44.4 0± 13.22 after the intervention this difference was statistically significant (p <0.05). problem-solving skills training can be useful as part of comprehensive pregnancy care and can improve mother’s quality of life with gestational diabetes.

Problem solving is a skill that should have grown from a student's period in nursing students, and this will only be possible through a curriculum. Therefore, the purpose of the present study was to design the curriculum model based on the development of problem-solving skills for undergraduate nursing. Based on the review research and in order to determine the elements necessary for preparing a curriculum based on the development of problem-solving skills, the books and resources and internal and external articles were first studied and taken notes. Then, by conducting a survey of supervisors and counselors and refining and completing the information obtained, they were classified, organized and presented in the form of tables through the descriptive statistics. The curriculum based on the development of problem-solving skills has different dimensions such as goals, content, teaching-learning methods and evaluation, each of which has a variety of levels and should be considered in this curriculum. Problem-solving skill is something that is acquired and achieved through the achievement of higher levels of perceptual, cognitive, emotional, etc. Therefore, education will have a significant role in improving the problem-solving skills of learners, especially nursing students (due to specific sensitivity of their chosen field).

Background and Purpose: High risk behaviors, in their comprehensive concept, include a series of behaviors which not only seriously damage the person himself and the individuals important in his life, but also can cause unintentional damages to others. This study was conducted to investigate the role of problem solving skills and self-efficiency in explaining the high risk behaviors of students. It was a corelational study. The research population included all the female students studying at the public secondary schools of District 2 of Rasht in the academic year of 2015-2016. 250 students selected by cluster sampling completed the problem solving scale (Cassidy & Long, 1996), adolescent social self-efficiency scale (Kenly, 1989), and risk-taking scale (Zadeh Mohammadi, Ahmadabadi, & Heidari, 2011). Results of correlation coefficient showed that there is a relationship between problem solving skills and self-efficiency and high risk behaviors (p<.0001). Results of regression analysis revealed that problem solving skills and self-efficiency can predict 8 % of high risk behaviors (p<.0001). Based on the results of the present research, it can be concluded that increase of problem solving skills and self-efficiency in students can lead them to decrease their high risk behaviors and to use problem solving strategies to solve their problems.

Academic achievement is one of the important indicators in the evaluation of higher education system. in this regard, problem-solving skills are among factors influencing students’ academic achievement. the purpose of this study was to determine the relationship between problem-solving skills and academic achievement of students at Birjand University of Medical Sciences. This study is a descriptive-analytic, correlational study in which 342 students studying at Birjand University of Medical Sciences were selected via a stratified random sampling method in the academic year of 2016-17. the data collection tools comprised of a demographics form, Hepner & Petroson Standardized Problem Solving Questionnaire, and students’ total GPA scores as indicators of academic achievement. Data analysis was performed by SPSS18 using descriptive statistics (mean, standard deviation, frequency and percentage), Pearson correlation test, independent t-test, and, analysis of variance. The majority of participants in this study (58.5%) were girls. Based on Pearson correlation test, there was a significant positive correlation between problem-solving and academic achievement. There was also a statistically significant difference between the students' GPA scores in terms of gender and student's faculty (P <0.001). But the score was not found significant differences between male and female students' problem-solving. Given the direct relationship between problem-solving and academic achievement of students, it is suggested that teachers put the learner in a position of solving problems rather than forcing them to rote learn concepts, methods, and rules so that they can see themselves in the real scene and face the problem and solve it.

The results of previous research in indicated that training of increasing attention and concentration plays an important role in the learning and academic progress of students. In this regard, the present study aimed to investigate the effect of focus and attention training on problem-solving skills and anxiety-exams in students.
This study is an experimental that designed as pre-test and post-test with control group. The statistical population of this research includes the all-girl students of seventh grade of governmental schools in 2 area of Rasht city during the educational year of 2015-2016, which 30 of them where selected by randomized multistage sampling. Attention and concentration training was taught to the 15 students in experimental group in ten sessions of one month period, while 15 students of control group did not receive any special training. Both groups of control and experiment have assessed in pre-test and post-test with Cassidy and long problem solving scale and Sarason test anxiety questionnaire. Data were analyzed using the covariance method in SPSS software.
There were significant difference between two groups about problem solving skills (P=0.001) and test anxiety (P=0.001). This means that attention and focus training has been able to improve problem-solving skills and reduce test anxiety in students of experimental group.
Strengthening attention and focus as one of the main aspects of reducing student's stress and increasing their mental efficiency should be seriously addressed by psychologists and educational instructors.

Background and Waiting period in fertility treatments lead to distress in infertile women. Current study aimed at comparing the effect of positive reappraisal coping intervention and problem-solving skills training on anxiety of waiting period in women going through IUI treatment.
This clinical trial was conducted in 108 women attending Milad infertility center in Mashhad, Iran. In problem solving group three training sessions were held. In positive reappraisal coping group, two training sessions were held to accustom the participants to the components of positive reappraisal coping. The subjects in this group were asked to read the positive reappraisal coping cards (daily) and complete the monitoring form. Meanwhile, the control group received usual care. The mean score for anxiety was compared between all groups applying Spielberger anxiety Inventory on day 10 of the waiting period.
The mean scores for anxiety showed significant differences between the control group (52.46±11.70), the group receiving problem-solving skills trainings (46.03±11.25), and the cases in positive reappraisal coping intervention group (47.34±10.5), (P =0.039). But the mean scores for trait anxiety was not significantly different between the control group (47.55±6.98) those in problem-solving skills group (45.02±8.84), and individuals receiving positive reappraisal coping intervention (45.92±8.89), (P =0.426).
According to the positive influence of both interventions, they are recommended for reducing anxiety in waiting period of IUI treatment.

One of the common problems in the couple's relationship is marital conflict that can lead to depression, addiction, and spousal abuse, verbal or physical conflict between married couples. The aim of this study was survey of the effectiveness of problem-solving skills on marital conflict in couple referring to counseling Center of committee of Imam khomini of Ilam city, 1390.
This study was case control quasi-experimental. The participants were the Couples that had marital conflict and referring to committee Eimam Khomini of Ilam city. The sample was 12 couples that divided in case and control group by simple random sampling. The case group participated in 8 section problem solving skills program. The data gathering devise was questionnaire and the data performed by T test and ANOWA Test in SPSS software. A p-value Less than 0.05 was considered as significant.
The results showed that the mean scores of case and control was significantly deference in cooperation increased, sex cooperation, reduce of emotional reactions, loss of personal relationships with his family, enhancing relationships with relatives and friends and spouse. Financial independency. (p The results shows the significant relationship between case and control group in controlling marital conflict so it seems having educational program based on problem solving skills is necessary for couple with marital conflict.

Nowadays the importance of problem-solving skills is obvious. As the students are closer to higher learning, including higher education should get learning skills and solve their problems independently to reduce their dependence on master. This study was conducted in order to compare the factors: and assertiveness skills of male and female surgical ward assistants, in Iran University of Medical Sciences in 2014.
This study is cross-sectional. Statistical Societies of research were the46 residents of surgical ward in Iran University of Medical Sciences. In this study, Heppner and Peterson standard questionnaire is used for problem solving and Rattus questionnaire is used for assertiveness skills. The research was done to the census and data was analyzed by using SPSS.
FINDINGS: In this study, 17.4% female and 82.6% were male. 30.4% and 69.6% of general surgery residents in Firouzgar and Rasoul Akram Hospitals were studying. In this study, the average age was 32.6. By studying the mean and standard deviation, understanding of problem-solving skills and its factors in General surgeons (woman), they obtained less mean and standard deviation that showed female residents had better problem-solving skills. The study in problem-solving skills between surgical residents at Iran University of Medical Sciences in 2014,showed that there is no significant difference in Rasoul Akram and Firouzgar hospitals, (P=0.71 and F=0.13). Average scores on general surgery residents of assertiveness skill were 28±24 and P>0.05. So there is no significant difference in the skills of men and women.
According to the findings, lower scores that show the ability of solving more important problems whereas in assertiveness skills, higher scores are indicating more assertive.

Nowadays the importance of problem-solving skills is obvious. As the students are closer to higher learning¡ including higher education should get learning skills and solve their problems independently to reduce their dependence on master. This study was conducted in order to compare the factors: and assertiveness skills of male and female surgical ward assistants¡ in Iran University of Medical Sciences in 2014.
This study is cross-sectional. Statistical Societies of research were the46 residents of surgical ward in Iran University of Medical Sciences. In this study¡ Heppner and Peterson standard questionnaire is used for problem solving and Rattus questionnaire is used for assertiveness skills. The research was done to the census and data was analyzed by using SPSS.
FINDINGS: In this study¡ 17.4% female and 82.6% were male. 30.4% and 69.6% of general surgery residents in Firouzgar and Rasoul Akram Hospitals were studying. In this study¡ the average age was 32.6. By studying the mean and standard deviation¡ understanding of problem-solving skills and its factors in General surgeons (woman)¡ they obtained less mean and standard deviation that showed female residents had better problem-solving skills. The study in problem-solving skills between surgical residents at Iran University of Medical Sciences in 2014¡showed that there is no significant difference in Rasoul Akram and Firouzgar hospitals¡ (P=0.71 and F=0.13). Average scores on general surgery residents of assertiveness skill were 28±24 and P>0.05. So there is no significant difference in the skills of men and women.
According to the findings¡ lower scores that show the ability of solving more important problems whereas in assertiveness skills¡ higher scores are indicating more assertive.