نشریه راهبردهای آموزش در علوم پزشکی
سال هشتم شماره 3 (پیاپی 31، امرداد و شهریور 1394)

Today, the quality improvement is at the head of the organization duties and their main concern. Identifying strengths and weaknesses, identifying opportunities and threats and efforts to improve the situation and achieve favorable status and earn top spot are the most important tasks of organizations, including universities. This study aimed to assess the quality of the teaching process in Lamerd nursing faculty from the viewpoint of students. Instrument & This descriptive-survey study was performed in 95 nursing students of Lamerd nursing faculty who were entered to the study by census method. Data gathering tool was the researcher-made questionnaire of professors’ quality assessment. Data analysis was done by MANOVA method. From the viewpoint of students, teaching quality of teaching was not good in all studied elements. There were significant differences in “Technology selection” between the viewpoints of 2012 and 2014 entered students (p=0.001) and also in “assessment and evaluation” between the viewpoints of 2012 and 2013 entered students (p=0.03). There were also significant differences in classroom management (p=0.008), the dynamics of learning (p=0.02) and assessment and evaluation (p=0.01) between boys and girls. The quality of teaching is lower than average in targets selection, class management, learning strategy, content regulation, the dynamics of learning, technology selection and assessment and evaluation in Lamerd nursing faculty from the viewpoint of students.

Teaching creativity to students need the creative teachers with high levels of class leadership who is able to use different methods of teaching to develop the creativity in students. The aim of this study was to evaluate the status of creativity in Medical Faculty of Iran University of Medical Sciences’ basic sciences professors was based on the Torrance theory. Instrument & In this correlational study in the second semester of the 2013-14 academic year, 60 faculty members of Iran University of Medical Sciences were entered the study by census method. The research instrument was the standard Torrance creativity questionnaire. Using SPSS 16 software, the data were analyzed by Pearson correlation coefficient, Levene, ANOVA and Kruskal-Wallis tests. There was no “very low” creativity, but 10 professors (16.7%), had low, 17 (28.3%) had average, 24 (40.0%) had high and 9 (15.0%) had very high creativity level. Total mean of creativity was 85.23±1.52 and was 23.25±0.52 for rigidity, 22.55±0.43 for flexibility, 20.67±0.45 for extension and 19.15±0.50 for innovation (p<0.0001). The creativity of faculties had inverse relation with age (r=-0.257; p=0.047) and teaching experience (r=-0.322; p=0.015). Creativity level of basic biomedical courses’ faculties in the medicine faculty of Iran University of Medical Sciences is assessed as “high”.

Educational field satisfaction and participation in class activities and training process are very important factors in educational success and quality. Students, who are not interested in their educational field, dont have sufficient motivation for proper study in their fields. The aim of this study was to evaluate the effect of dissatisfaction with educational field in the class silence behavior. Instrument & In this descriptive research in 2014-15 academic year, 382 students of Shahid Sadoughi University of Medical Sciences of Yazd City, Iran, were selected by stratified random sampling method. A questionnaire with 24 questions was used to measure the class silence and dissatisfaction with educational field. Data were analyzed in SPSS 16 software by Mann-Whitney and Kruskal-Wallis and Linear regression tests. Students were satisfied with their field and did not recognize themselves as silent persons in class. Dissatisfaction with educational field was effective on class silence (p=0.0001) and 0.227 of variability of silence was explained by dissatisfaction with educational field (p=0.0001). Dissatisfaction with educational field is effective on lack of student participation in the educational process and being silent in class.

Educational design is an important part of e-learning production and set up. This study aimed to design and product the electronic content of “engineering statistics” course based on Gagne instructional design model and evaluate its effectiveness on students’ learning. In this quasi-experimental study with pretest-posttest controlled group design, 48 students of “engineering statistics” course were selected by available sampling method from all the electronic courses students of Khajeh Nasir University, Iran, in first semester of 2011-12 academic year and were divided into two experimental and control groups. Experimental group was exposed to a lesson designed by Gagné model of instructional design for one semester. Both groups were assessed in pretest and posttest stages by a researcher-made questionnaire. Data were analyzed using analysis of covariance test in SPSS 19 software. In pretest, the average scores were 11.76±0.93 in the experimental group and 10.52±1.02 in the control group. In posttest, the average score of experimental group was 16.41±1.32 which was significantly higher than the score of control group 11.15±1.09. Lesson designed with the Gagné model of instructional design had a significant effect on learning (p<0.05; F=18.82). Using Gagné model of instructional design for design of e-learning course content increase the learner’s learning.

Electronic education is one of the teaching methods, which students can achieve educational goals according to their talents. The aim of this study was to determine the faculty member's attitudes toward e-learning in Zanjan University of Medical Sciences. Instrument & In this cross-sectional study, the attitude of 69 faculty members of Zanjan University of Medical Sciences towards electronic education were investigated using simple random sampling in 2014. Data collection instruments were demographic questions, skills and access to computers status, and standard Mishra attitude questionnaire. Data were analyzed using descriptive statistics and Chi-square tests. The access of faculty members to the computers was very favorable in 44 persons (63.8%) and their skills in computer use were favorable in 50 persons (72.5%) respectively. In addition, 54 of them (78.3%) had a positive attitude towards e-learning. Their attitude significantly had relationship just with their academic degree. Therefore, the assistant professor's degree had very positive attitudes towards e-learning compared with the others (p=0.04). The majority of them have a positive attitude towards e-learning and their access or skills to the computer are favorable. Therefore, it reflects the appropriate capacity of faculty members of Zanjan University of Medical Sciences for the successful implementation of e-learning programs.

Survey in learning strategies and its relation with academic achievement will result in movement toward optimal learning. The purpose of this survey was to assess the relation between learning strategies and academic performance in students of Babol University of Medical Sciences. Instrument & In this descriptive-analytical correlation study that was performed in Babol University of Medical Sciences in 2013-14 academic year, 199 students of Medicine, Density, and Paramedicine (90 male and 109 female) was selected with stratified sampling method. Data was gathered with standard studying and learning strategies questionnaire (LASS) and the student's grade point averages (GPA) and were analyzed by Pearson correlation coefficient, multiple regression, independent T and ANOVA tests using SPSS 18 software. The mean of all of the subscales including passion, skill and self-regulation were significantly higher in female than male (p<0.05). All of the subscales of learning strategies had significant positive relationship with academic achievement, except skills and processing information. The strongest positive predictors of academic achievement were main idea (B=0.343), processing information (B=0.288) and test-strategies (B=0.229). Also, GPA predicted 24.7% of total variance of academic achievement. Students with high-achievement had higher means than low-achievement in all 10 sub-scales of learning strategies, except processing information (p<0.05). Learning strategies has high role in the predicting of academic achievement.

Experimental Sciences course can have a significant role in improving the thinking and problem solving skills among students. So having teachers with high feeling of self-efficacy in teaching science using new methods is very important. The purpose of this study was to validate the questionnaire of teachers’ self-efficacy regarding the teaching of sciences as inquiry. Instrument & This descriptive-survey cross-sectional study was conducted in 2014. 303 primary school teachers of sciences in Sanandaj City, Iran, were selected through random cluster sampling method. The research instrument was the questionnaire of teachers’ self-efficacy regarding the teaching of sciences as an inquiry (Dira-Smolleck). Confirmatory factor analysis was used to investigate the construct validity, Cronbach's alpha coefficient and split-half technique through Spearman correlation coefficient were used to determine the reliability of the questionnaire. In order to assess the self-efficacy of teachers, one-sample T test was used. The factorial structure of teachers’ self-efficacy questionnaire in regard to the teaching of sciences as inquiry consisted of 34 items and five dimensions of self-efficacy in learner’s engagement with scientifically oriented questions; learner gives priority to evidence in responding to questions; learner formulates explanations from evidence; learner connects explanations to scientific knowledge; learner communicates and justifies explanations was confirmed. The reliability of questionnaire was also confirmed as a whole and in terms of five dimensions. Teachers’ self-efficacy in regard to the teaching of sciences as inquiry was at an average level. The questionnaire of teachers’ self-efficacy regarding the teaching of sciences as inquiry is operational in Iran.

Alongside the development of newfound technologies and also the advent of e-learning into so many areas, educational system generally and medical education specifically, have encountered too many new needs in the field of curriculum and educational materials. The aim of this study was to evaluate the students’ cognitive and perceptual characteristics of the electronic content. Instrument & This descriptive survey study was performed in 250 e-learning students (164 girls and 86 boys) of Mashhad University of Medical Sciences in 2013-14 academic year who were selected through random stratified sampling method. The used instrument was van der Laan and Vanberk perceptual features questionnaire that measured the perceptual characteristics in relative advantage, compatibility, complexity, testability and visibility components. Data analysis was performed using one-sample T test. The average score of perceptual characteristics of students (68.28±6.14) was significantly (p=0.0001) less than the 80% cut-off point of hypothetical average (75). The average score of relative advantage subscale (17.23±2.44) was significantly (p=0.0001) more than the 80% cut-off point of hypothetical average (16), But the average scores of compatibility (11.63±2.48; p=0.0001), complexity (13.53±1.72; p=0.0001), testability (11.37±1.33; p=0.0001), and visibility (15.09±2.36; p>0.05) were lower than the hypothetical mean (16). Perceptual characteristics of students in the field of electronic content has no desirable status in the curriculum of Mashhad University of Medical Sciences regarding its subscales and only relative advantage subscale has a desirable condition.

Academic burnout is of most important researchable issues in the universities and identifying its predictor variables is very important. The purpose of the present study was to examine the direct and indirect relationship of perceived stress, perfectionism and social support with academic burnout and academic performance in students. Instrument & In this inexperimental study with correlative design, 200 students of basic sciences of general medical of Ahvas Jundishapur University of Medical Sciences were selected by classified random sampling method. The instrument of research was perceived stress scale and perfectionsm, Philips social support and academic burnout inventories. Data was analyzed by SPSS 20 and AMOS 16 softwares. Correlative coefficient method and path analysis were used to evaluate the proposal model. Avarage of students’ scores was 25.46±6.13 in the perceived stress, 22.74±5.07 in the adaptive perfectionism, 17.22±5.61 in the maladaptive perfectionism, 18.54±3.76 in the social support, 40.70±10.29 in the academic burnout and 16.10±1.40 in the academic performance. Correlative coefficients were significant between all indicators except relationship of maladaptive perfectionism and academic performance. Standard effect of perceived stress to academic burnout was not significant by social support (p=0.292) and standard effect of perceived stress to academic performance was significant by social support (p=0.046). Perceived stress has negative direct relationship with social support and positive direct relationship with academic burnout. Social support also has positive direct relationship with academic performance. Relationship of maladaptive perfectionism with academic burnout and also the relationship of adaptive perfectionism with academic performance is direct positive. Relationship of perceived stress with academic performance is indirect mediated by social support.