Assessing the Viewpoints of witness and veteran students to the educational services at universites medical science in 20013

The witness and veteran’ students are covered by witness and veteran’center at university. Indentify the students› attitudes toward learning services can provide valuable outcomes for educational planners. In this study, the students› views about the educational services provided to them was assessed. This research was cross sectional- descriptive study. The population included all witness and veteran’ students. Method was Systematic random sampling. Sample included 550 students who were studying in schools of advanced education, bachelors and associate’s degrees. The data gathered were analyzed by using SPSS20 software and research methods were independent t-test and ANOVA. The result showed the differences between male and female students to educational implications (P=0/03), but there were not the significant differences in the educational process, resources and educational outcomes. There were Differences between native and non-native students, in educational implications, process, resource and outcome (P<0/05). There were not Differences between single and married students, in educational implications, process, resource and outcome. There were the significant difference between different disciplines students to educational implications (P<0/01,F=3/29) and educational process (P<0/02,F=2/87) but there were no significant difference in resources and educational outcomes. There were the significant difference between students with different age groups to educational rocess (P=0/03, F=5/987). Also there were differences between different types of university in resources(P=0/01,F=4/21) and educational outcome (P=0/03,F=3/51). The satisfaction level about the educational services of witness and veteran’ students was high and the level of communication with the witness and veteran’students was moderate. The subject should be the list of interest to managers and be more accurate. Also, practical approaches need to be provided for the student’s intraction.