Journal of Medical Education Development
Volume:10 Issue: 27, 2017

Assessment of the condition of medical science graduates, especially in the field of nursing and midwifery, is of paramount importance. This research aimed to determine the occupational status of BSc graduates of nursing, operating room, anesthesiology and midwifery fields of the school of nursing and midwifery, Zanjan, Iran in the past five years.
This cross-sectional research was conducted on 560 graduates of nursing, operating room, anesthesiology, and midwifery fields, graduated from the school of nursing and midwifery during the academic years of 2010-2015. Data were collected through telephone interviews and a researcher-made questionnaire. Data analysis was performed in SPSS version 22 using descriptive and inferential statistics.
In this research, data of 487 out of 560 graduates were analyzed due to the lack of access to some of the individuals. According to the results, more than 85% of graduates from the nursing, operating room, anesthesiology and midwifery fields, who graduated during 2010-2015, were employed, whereas 3% of the subjects in each field of study were unemployed. Moreover, more than 70% of the employees in each field of study had government occupations.
According to the results of the study, most of the graduates in nursing, midwifery, operating room and anesthesiology fields were recruited by government sections. Awareness of the occupational status and distribution of graduates of fields related to medical sciences can facilitate the estimation of student admission capacity and provide human resources to the community.

Recognition of factors related to tendency toward substance abuse in students can have a significant effect on preventing their tendency to addiction. Therefore, this study aimed to determine the relationship between self-efficacy and tendency toward substance abuse in students of Zanjan University of Medical Sciences, Zanjan, Iran.
This descriptive-correlational research was conducted on all MSc and PhD students (a total of 1759 individuals) of Zanjan University of Medical Sciences in the academic year of 2015-2016. Sample size was estimated at 315 using Cochran method, and subjects were entered into the study through random sampling. Data collection tools included Sherer’s general self-efficacy, and addiction potential (APS) and acceptance (AAS) scales. From 315 distributed questionnaires, 284 completed surveys were assessed. Data analysis was performed using descriptive statistics, Pearson’s correlation coefficient and multiple linear regression.
In this research, a significant relationship was observed between self-efficacy and addiction potential (r=-0.281, P=0.001) and acceptance (r=-0.316, P=0.001). According to the results of multiple linear regression, self-efficacy can effectively predict addiction potential and acceptance, in a way that 28% and 30% of variance of addiction potential and acceptance were determined by this variable, respectively.
According to the results of the research, self-efficacy is one of the predictive factors for addiction potential and acceptance in students.

Background and Object: Considering new e-teaching and e-learning systems, and electronic assessment tools, this study was performed assessing the efficiency and the effectiveness of a new generated comprehensive test management software (CTMS), named NAJMA, in medical resident evaluation.
This cross sectional descriptive study was conducted in Isfahan University of Medical Sciences in 2015. Statistical analysis of the questions was done comparing the two models of examination management performed in 2014 and 2015 to evaluate all medical residents of 21 specialties in Faculty of Medicine. Totally 6300 questions from 42 question books based on the model of exams hold in 2014 and 2015 were analyzed. A survey questionnaire was administered to faculty members to obtain their insight into their perceptions of the two models.
The cost of formatting and performing the examinations was considerably lower in CTMS method. From the whole 377 members. 64.8% of faculties preferred the CTMS method in management of resident examinations. Number of residents participated in the examinations was 711 in 2014 and 668 in 2015. There were no differences among traditional and CTMS methods considering statistical analysis and Millman structural criteria.
Improving and utilization of CTMS method in all university and state examinations will result in reducing human and material costs. Meanwhile satisfaction of faculty members and security of the examinations will be improved by eliminating intermediate processes from developing to analyzing the examination questions.

Competency and teaching quality of professors play a key role in the quality of active learning in students. The present study aimed to predict the components of competency and teaching quality of professors regarding active learning in the students of Mazandaran University of Medical Sciences, Iran.
In this study, 359 students were selected via stratified random sampling, and Cochran’s formula was used to determine the sample size. Validity of three questionnaires was assessed using content validity and face validity, and the reliability was determined at the Cronbach’s alpha of 0.853 for the questionnaire of professors’ competency, 0.894 for the questionnaire of teaching quality, and 0.938 for the questionnaire of active learning in students. Data analysis was performed using parametric tests.
Variables of professors’ competency, teaching quality, and active learning in students were estimated to be above average at the significance level of 0.001 in the affiliated schools. A significant association was observed between teaching quality and professors’ competency at the significance of 0.001 and correlation-coefficient of 0.65. In addition, there was a significant association between teaching quality and active learning at the significance of 0.001 and correlation-coefficient of 0.61. Our findings indicated a linear correlation between the variables of competency and teaching quality compared to active learning (F=126.958; P=0.0001).
According to the results, there seems to be a significant correlation between teaching quality and professors’ competency, which could predict the level of active learning in students

One of the duties of education planners is following up dynamic programs with the goal of sustainable improvement and creation of optimal learning opportunity for learners. On the other hand, one of the most important challenges of clinical training is the tendency of teachers toward the use of traditional and difficult education and evaluation students to monitor their activities during the internship. This study aimed to combine two performance-based evaluation methods of logbook and DOPS (direct observing of the skill to perform clinical procedures) during the presentation and evaluation processes of field internship of BSc students of anesthesiology.
This study was initiated since summer of 2011 in the country for the first time using just the posttest process for assessment. The stages of needs assessment, design, implementation and evaluation of internship were carried out using the combined method with the cooperation of 17 BSc students of anesthesiology in the paramedical school of Kashan University of Medical Sciences. Data analysis was performed in SPSS version 16 using descriptive statistics.
In this research, the level of impact of the combined method in various areas of learning, interaction with different treatment groups and total evaluation of education was reported to be 70.6, 76.5 and 100% (moderate to high), respectively. In addition, good and very good realization levels were recognized for general objectives of the course in all cases.
According to the results of the study, application of the combined method led to the successful guiding of activities of students and their interaction with other groups during the course. In other words, use of this technique can be beneficial for improving team performance in education, increasing the acquisition of clinical skills and deeper understanding of concepts.

Procrastination is defined as the tendency to avoid and postpone timely activities. Academic procrastination is the most common form of this issue, which is a dominant, frequent tendency among learners to delay educational activities.The present study aimed to investigate the prevalence of academic procrastination and its association with metacognitive beliefs in Zanjan University of Medical Sciences, Iran.
This descriptive-correlational study was conducted on the students at Zanjan University of Medical Sciences during 2015-2016 (n=3,500). In total, 210 students were selected randomly. Data collection tools were the Academic Procrastination Scale Solomon and Ruth Bloom (1984) and metacognitive beliefs about procrastination questionnaire (MCPQ). Data collection was performed in accordance with ethical principles.
Prevalence of academic procrastination was 63% among the students. In addition, regression analysis indicated that 5% of the variances on academic procrastination was explained by cognitive beliefs (R2=0.047). Positive metacognitive beliefs by a factor of B=0.445 (P=0.022) and negative metacognitive beliefs by a factor of B=0.409 (P=0.009) were the predictors of academic procrastination.
According to the results, about 63% of the students faced the challenge of procrastination in their academic fields, and 5% of the variances relating to academic procrastination could be explained by cognitive beliefs.

The present study aimed to identify the barriers in the current system of organizational performance measurement and determine the educational challenges within the framework of Stufflebeam and Coryn (2014) meta-evaluation model in 14 educational offices in Zanjan province, Iran.
This exploratory study was performed using a qualitative approach and conventional content analysis. Interviews were based on the Stufflebeam and Coryn (2014) meta-evaluation model. In total, 154 codes were verified by 10 participators.
Among 154 acquired codes, the most important themes were deduced through the assessment of organizational performance measurement in the educational system. These themes included the ‘mutual incompetency between the individual and organization’, ‘individual factors affecting the assessment’, ‘organizational factors affecting the assessment’, ‘imaginary-cognitive factors’, and ‘results and consequences of establishing a system for organizational performance evaluation’. In addition, four themes emerged regarding the problems associated with the measurement of organizational performance, including the ‘individual and structural problems of the organization’, ‘problems associated with the organizational culture and climate’, ‘ conceptual (perceptional) challenges’, and ‘functional problems’. Some research suggestions have also been provided.
According to the results, the efficiency of the organizational performance measurement system reduces due to barriers such as the low professional competency of the staff, poor technical skills in quantitative analysis, and inattention to the methodology of organizational performance evaluation within the context of organizing and coordinating the weaknesses of an organization without using the necessary tools to address the lack of priority in performance evaluation and poor organizational accountability.

Dear Editor rformance, especially in cases of emergency. Doing qualitative study on male nursing students of experiencing sexism, refining nursing curriculum, providing supplementary training for male students to gain necessary skills and clinical competency, providing male counselor for male students are suggested.