Journal of Medical Education Development
Volume:10 Issue: 28, 2018

The main goal of nursing education is training nurses, who are able to care for clients in clinical settings. Clinical learning is an essential part of nursing education (1). The internship course of nursing students is training during work, where students learn through repetitive practice in clinical settings. This course is passing from being a student to being a nurse. In addition, the presence of interns somehow eliminates the need for workforce in clinical settings, despite the fact that this subject is not pointed out in the educational curriculum (2).

Social accountability is an important and essential notion in medical training. Despite significant similarities, various countries have aimed to define proper competencies in medical education according to their own healthcare provision system and society needs. This study aimed to explore the required clinical competencies for training general practitioners to acquire social accountability.
This study was conducted in Tabriz University of Medical Sciences, Tabriz, Iran in 2017 using qualitative content analysis. In total, 14 professors and five general practitioners were selected via purposive sampling, using their experiences and views until reaching information saturation stage. Data were collected and analyzed using a semi-structured interview and conventional content analysis, respectively.
In this research, six primary categories of “ability to provide clinical services based on a holistic approach”, “cooperation with healthcare team members to promote health and prevention”, “role playing in the healthcare system”, “communication skills”, “professional commitment and ethics”, and “decision making in extreme conditions”, In total, 15 subcategories were obtained.
According to the results of this study, medical schools must train graduates who can be active in promotion of society health and committed to professional behaviors and ethics, effective communication, teamwork, performing primary care, improving health and preventing diseases in the whole society, which can result in the development of social accountability in medical training.

Assessment is recognized as one of the effective factors in the learning of students in higher education. In addition, the quality of learning outcomes depends on the quality of the evaluation. However, assessment can have negative effects on individual performance due to its association with test anxiety. This study aimed to evaluate the effect of formative assessment on test anxiety of students.
This quasi-experimental study was conducted on 68 nursing students and contained two groups, before and after the procedure. In the intervention group, a formative test was held every four weeks. However, subjects of the control group took only one final exam. In addition, the level of test anxiety of the participants was measured before and after the intervention using motivated strategies for learning questionnaire by Pintrich and De Groot. Data analysis was performed in SPSS version 16.
In this research, mean and standard deviation of anxiety in the control group significantly increased from 18.5±08.63 before intervention (pretest) to 24.96±2.37 after the intervention (posttest) (P=0.001). In the interevention group, mean and standard deviation of test anxiety significantly reduced from 13.72±3.31 before the intervention to 18.5±08.56 after the intervention (P=0.001). While the comparison of mean score of test anxiety of both groups before the intervention revealed no significant difference (P=0.87), there was a significant difference between the groups after the intervention (P=0.001).
According to the results of this study, performing formative assessment can help test anxiety control of students. In addition to the important effect of formative assessment on learning of students, this process prevents the effect of negative outcomes of anxiety on the actual performance of students.

The research aimed to determine the level of academic motivation and some of the relevant factors in pharmaceutical students of Zanjan University of Medical Sciences, Zanjan, Iran in 2016.
This was an applied research in terms of objectives with a descriptive-correlational design. Study population included all pharmaceutical students of Zanjan University of Medical Sciences (N=290) in the academic year of 2016-2017. In total, 168 subjects were selected using the Cochran formula and stratified random method. Data collection tools included three questionnaires of academic motivation, as well as occupational and individual factors, face and content validity of which was previously confirmed by experts. In addition, reliability of the research tools of academic motivation and occupational and institutional factors was estimated at the Cronbach’s alpha of 0.88, 0.71, and 0.76, respectively.
Analysis of the data through descriptive and inferential statistics demonstrated that the mean academic motivation of students was at an acceptable level and higher than the hypothetical mean. Moreover, a significant relationship was observed between academic motivation and variables of economic status of family, GPA (university grade), and occupational factors (P According to the results of the study, university GPA had an impact on the academic motivation of students and was able to predict this concept to a certain extent.

Asymmetric distribution of knowledge and technology in globalization era, and the necessity of global interactions for universities have led them to enter into international scientific collaboration (ISC) and strategic evaluation of status quo is required for effective participation in it. Therefore, the aim of this study was to evaluate the ISC of top Iranian universities using SWOT analysis.
This was an applied descriptive survey. 432 faculty members of the top 12 universities were selected through a stratified sampling. The data-collection tool was a researcher-made questionnaire whose content validity was confirmed by experts and counterparts and its reliability was calculated using Cronbach's alpha equal to 0.816. Data analyzed through Fuzzy BWM.
The most important strengths included increasing presence of researchers at international conferences, and the existence of suitable international development platforms in universities; weaknesses included inadequacy of faculty annual grants, and university administrator's lack of knowledge about ISC; opportunities included the youthfulness of Iran's population, the lifting of some sanctions against Iran and international community's new appetence to acceptance of Iran in international academic consortia and finally important threats included the economic downturn in most countries; lack of political platform for ISC and the spread of Islam and Iran phobia around the world.
International Scientific Collaboration is required for meeting many objectives of the Iran development plans, and is strongly influenced by the specific cultural, political, religious and international conditions of Iran. Top universities must meet the international academic standards and audit the requirements of international community.

Plagiarism is a growing phenomenon that could damage the reputation of educational institutions and the relationship between professors and students, thereby causing barriers to learning. The present study aimed to psychometrically evaluate the scale of attitude toward plagiarism.
This study was conducted on 200 students at Iran University of Medical Sciences in Tehran, Iran in 2016. Research tool was a 29-item scale adapted from previous studies, which was translated to Persian after the permission of the author. Item impact score, content validity index, construct validity, and content validity ratio were confirmed by 10 experts using exploratory factor analysis. In addition, the reliability and stability of the research tool (internal consistency) were assessed using the Cronbach’s alpha and test-retest method, respectively.
In total, 22 items were maintained in the research instrument based on the coefficient of the impact index (>1.5), content validity index (>0.62), and validity ratio (>0.7). Moreover, all the items remained in the research tool based on the exploratory factor analysis. The four factors of ‘positive attitude toward plagiarism’, ‘negative attitude toward plagiarism’, ‘subjective norms’, and ‘perceived behavioral control’ were extracted considering the special value of more than one. The instrument could predict 55.847% of the total changes in the scale.
According to the results, the strength in the factor structure and reliability of the attitude toward plagiarism could be used to evaluate the attitudes of university students and other educational institutions toward plagiarism.

Portfolio is one of the most important tools to inclusive education as well as its evaluation. It is a useful tool in the promotion and development of skills such as critical thinking, and can reduce the gap between theory and practice.
Object: The aim of this study was to revision on portfolio of community health nursing.
This is a qualitative study conducted in educational management paradigm in order to revision in portfolio which was used in Qazvin University of Medical Sciences in 2015. After the literature review various methods of data collection were used. All themes and items of the portfolio were structured in five point Likert scale checklist (completely necessary, necessary, neutral, unnecessary, completely unnecessary). Content validity of the checklist was evaluated qualitatively. Then, the lesson curriculum was evaluated by the researchers based on the late curriculum.
Regarded to the main curriculum and the point views of experts 77 items were added in to the portfolio. Health education, home care, and communications did not exist in the original portfolio. The final portfolio set in 10 sections and 142 items.
Discussion and Items such as health education and communication have been emphasized in new portfolio. Developing and improving these skills may lead to community health improvement.

One of the key issues in assessing of curricula quality is attention to required skills based on local and time. This study aimed to assess the achievement of 21st-century general skills in students of Tabriz University of medical Science.
The method of study was a descriptive, Cross Sectional study. The 300 student’s e were selected by random Sampling. The questionnaire of Mahmoodi and Mola (2016) was used to collect data. The validity of instrument based on Experts opinion and reliability through Cronbach's (alpha) coefficient (0.90) was approved.
The results showed that the cognitive and affective domains in medical curricula were around the predetermined average(P The curriculum of medical science have not paid much attention to the high levels of cognitive and emotional domains related to 21st century skills, So to reach the desirable state curricula and teaching –learning process should be revised.

Development and assessment of measurement tools are important stages in the research processes regarding social, educational, and medical sciences, which mainly focus on the measurement of characteristics, qualitative variables, and abstract variables. Validity and reliability are two important components of researcher-made tools. The quality of assessment and confirming of validity and reliability are major concerns in research. Before publishing their findings, researchers are required to provide a report on the quality assessment of the validity and reliability of measurement tools. Precision in explaining these features could lay the ground for commenting on the trustworthiness and validation of the obtained findings, as well as their comparison with previous studies. If the validity and reliability of research instruments are not confirmed, the endeavors of researchers might be degraded. The present study aimed to elaborate on the significance of validity and reliability indices in medical research and the qualitative and quantitative assessment of content validity on confirming the reliability of measurement tools.