The Effects of the Cognitive-Behavioral Factors on Education in Faculty of Pharmacy at the International Campus of Iran University of Medical Sciences

The aim of the current study was to determine the cognitive-behavioral factors affecting education in the Faculty of Pharmacy at Iran University of Medical Sciences. This was a descriptive-analytical study with a cross-sectional design, implemented in the late 2019 and early 2020, using census sampling method. The data collection tool was a questionnaire prepared based on the previous phases of the study including a systematic review, a qualitative phase, and a Delphi study. The SPSS software was used to analyze the data. Since the dependent variable had a normal distribution, independent sample t-test was used. According to the results, Iranian professors and students believed that innovation, anxiety and psychological stress, and concentration are the most important cognitive-behavioral factors affecting education. On the other hand, foreign professors and students believed that the most important factors affecting education were attempt to search information, intrapersonal intelligence, cognitive competence, and awareness. The cognitive-behavioral factors selected by Iranian students were different from those selected by foreign students. Therefore, policymakers, planners, managers, and experts must take into account the results of this study, particularly as far as Pharm.D. programs are concerned.