Journal of Medical Education Development
Volume:12 Issue: 36, Winter 2019

Identification of the counseling needs of students contributes to the improvement of guidance and counseling process in universities, thereby laying a proper foundation for the academic achievement of these individuals. This study aimed to determine the counseling needs of students in the rehabilitation school of Semnan University of Medical Sciences, Semnan, Iran in 2017.

This descriptive-cross sectional research was performed on 193 students. Data were collected using a 34-item questionnaire scored based on a four-point scale to determine the counseling needs of students in different areas. The validity and reliability of the questionnaire were confirmed by content validity and Cronbach’s alpha coefficient.

In this research, the mean priority of counseling needs of students in order of importance was 2.59±0.80, 2.55±0.73, 2.54±0.75, 2.47±0.76, and 2.42±0.82 in the fields of occupational, individual growth and development, educational, psychological and emotional, and family and marriage needs, respectively. According to the results, female students had a higher need for counseling (P=0.018). On the other hand, no significant difference was observed between students studying in different fields and with different GPAs in terms of mean counseling needs.

According to the results of the study, the highest counseling priority was related to occupational and individual growth and development needs. Therefore, it is recommended that universities and higher education centers pay attention to the provision of an opportunity for growth and academic achievement of students and to the prevention of their academic failure in the design of student counseling programs.

Learning about and comparing personality traits and motivation in students enable us to understand negative biases for those who have different preferences. Therefore, this study aimed to compare the motivational dimensions and personality traits in students of the school of medicine and the international campus of Iran University of Medical Sciences, Tehran, Iran.

This causal-comparative research was performed on all students studying basic medical sciences in Iran University of Medical Sciences in the academic year of 2017-2018. In total, 401 subjects were selected by stratified cluster sampling. Data were collected using Keller’s motivation questionnaire and the NEO-Five Factor Inventory. In addition, data analysis was performed using MANOVA.

According to the multivariate analysis results, there was no significant difference between the students of the school of medicine and the international campus in terms of personality traits and motivational dimensions (F(9&391)=1.33, P>0.05).

According to the results of the present study, the school of medicine and the international campus of Iran University of Medical Sciences used similar medical student selection criteria, and the university has been able to create similar educational environments in the two mentioned places.

 Given the growing global competition between countries and universities to attract international students, determining the level of satisfaction of these individuals and factors involved in their dissatisfaction during the admission and attraction processes is of utmost importance. Therefore, this study aimed to identify the factors affecting the satisfaction of international students who are studying in medical Universities in Tehran, Iran.

This qualitative research was performed with a conventional content analysis approach. Up to data saturation, 17 participants were selected from the international students of three universities in the second semester of the academic year of 2018-2019. The subjects were selected by purposeful sampling considering maximum diversity. In addition, data were collected via individual semi-structured interviews and simultaneously analyzed based on Graneheim and Lundman analysis method.

The interviews were classified in more than 680 open codes, six categories, and 25 subcategories. According to the results, the main factors for dissatisfaction of international medical students included low language proficiency, lack of financial support, weaknesses in academic-educational and managerial processes, and weaknesses in counseling and information processes, welfare problems and improper encounters and interactions.

According to the results of the study, it is suggested that more attention be paid to the mentioned factors by higher education policymakers and managers and attempts be made to eliminate these challenges in order to strengthen the system of attracting international students and achieving a high position at the regional and global levels in this respect.

Generalized anxiety disorder (GAD) is one of the most prevalent psychiatric disorder, characterized by excessive worry and anxiety about different daily events and activities. The disorder causes severe problems in the academic and career performance of individuals. However, students are more prone to the damages of the disorder due to environmental and educational pressure. Therefore, this study aimed to evaluate the prevalence of GAD and its association with worry in students of Zanjan University of Medical Sciences, Zanjan, Iran.

This cross-sectional research was performed on 350 students (66.2% female) in the academic year of 2018-2019, selected by the availability sampling method. Data were collected using the Penn State Worry Questionnaire (PSWQ) and Generalized Anxiety Disorder 7-item scale (GAD-7) to determine the level of worry and prevalence of GAD in the participants. Data analysis was performed in SPSS version 25 using Chi-square, Mann-Whitney U, and Kruskal-Wallis tests.

In this study, 20.6% of the participants met the criteria for GAD diagnosis. Also, the GAD prevalence was higher in female students, compared to the male participants. However, this difference was not statistically significant (P>0.05). Furthermore, there was a significant difference between the participants with GAD and healthy students regarding the worry score (P<0.05).

According to the results of the study, a considerable number of students of Zanjan University of Medical Sciences suffered from GAD, which might have affected their academic performance. It is essential to conduct more comprehensive studies in this area and to provide psychological interventions aimed to reduce the GAD damages in students.

The present study aimed to determine the relationship between the components of mindfulness and academic procrastination with the mediating role of academic self-concept in students of Zanjan University of Medical Sciences in 2018-2019.

This descriptive, correlational study was performed on 315 students (selected from a population of 1759 individuals) using random sampling. Notably, the sample size was determined using Cochrane’s formula. Data were collected using PASS by Solomon & Rothblum, ASCQ by Wang, and 39-item FFMQ by Baer et al., and data analysis was performed using Pearson’s correlation coefficient, linear multiple regression, and Baron and Kenny’s method (to determine the mediating role).

In this study, there was a significant correlation between mindfulness components and academic procrastination and academic self-concept (P<0.05). According to the multiple regression results, mindfulness explained 27%, 24.7%, 20.1%, and 28.7% of total academic procrastination, procrastination in preparation for exams, procrastination in doing assignments, and total academic self-concept, respectively (P<0.05). Furthermore, academic self-concept played a mediating role in the relationship between mindfulness and academic procrastination.

According to the results of the study, there was a relationship between mindfulness components and academic self-concept and academic procrastination. Moreover, academic self-concept mediated the relationship between mindfulness and academic procrastination.

The main goal of research in the field of creative educational climate is to achieve results applied to persuade students to think freely, creatively, and critically. This study aimed to determine the role of a creative educational climate in reflective thinking tendencies in students.

This descriptive and correlational study was performed on all students studying in the school of nursing and midwifery of Qaen in the academic year of 2015-2016 (N=300). The sample size was estimated at 169 using the Krejcie and Morgan’s table and the participants were selected applying the stratified random sampling. Data were collected using Kember’s reflective thinking questionnaire (2000) and Ekvall’s creative climate scale (2013). Data analysis was performed in SPSS version 22 using independent t-test, Pearson’s correlation coefficient, analysis of variance, and regression.

 In this study, the total mean and standard deviation of creative educational climate and reflective thinking tendencies was reported to be 176.52±29.67 and 61.32±8.10, respectively. According to the results, there was a significant relationship between the components of creative educational climate and reflective thinking tendencies (P<0.01). Moreover, the components of the creative educational climate were able to predict students’ reflective thinking tendencies (P<0.000). On the other hand, no significant difference was observed between male and female students in terms of reflective thinking tendencies (P=0.711).

 According to the results of the study, establishing a creative educational climate improves thinking and focus, thereby affecting reflective thinking tendencies. It is recommended that the components of a creative thinking climate by considered by professors to increase students’ participation in discussions. By doing so, they would play a considerable role in the use of strategies of reflective thinking tendencies. It is also suggested that a creative educational climate be considered in educational environments by educational planners.

Phobia disorders are affected by cognitive and behavioral inefficiencies. The present study aimed to investigate the effects of cognitive-behavioral training on social phobia in nursing students: with one-step follow-up.

This quasi-experimental study was conducted with a pretest-posttest design, a control group, and follow-up after one month. The sample population included all the nursing students of Babol University of Medical Sciences in Babol, Iran in 2019. In total, 60 students were selected via simple random sampling and diagnosed with social phobia. The groups were assessed at three intervals before and after the intervention, and the follow-up was performed using the Liebowitz Social Phobia scale. The experimental group received 12 sessions (60 minutes each) of cognitive-behavioral therapy based on social phobia, and the control group received no training. Data analysis was performed in SPSS version 18 using repeated measures ANOVA.

The results of covariance analysis indicated that social phobia significantly decreased in the experimental group at the posttest and follow-up compared to the control group (P≤0.05). The mean difference was 38.48±8.21 in the experimental group and 37.96±7.96 in the control group before the intervention and 26.06±7.74 in the experimental group and 36.48±6.08 in the control group after the intervention.

According to the results, cognitive-behavioral group intervention could be used as an effective approach to the reduction of social phobia in students.

Considering the current unstable environment, organizations are faced with numerous changes and should adapt to various environmental factors. The present study aimed to evaluate the dimensions and components of organizational inertia at Mazandaran University of Medical Sciences (MUMS), Iran.

This applied study was conducted based on an exploratory design approach. The sample population consisted of the administrators in the qualitative section and faculty members in the quantitative section. Data were collected via note-taking and semi-structured interviews in the qualitative section and using a 64-item researcher-made organizational inertia questionnaire in the quantitative section. Data analysis was performed in SPSS version 21 and the PLS software using exploratory factor analysis, confirmatory factor analysis, and structural equations.

The results of exploratory factor analysis indicated that organizational inertia had organizational, environmental, and individual dimensions. The organizational dimension consisted of seven components, including supportive climate, continuous staff training, inertia in procedures, inter-organizational learning activities, environmental scrutiny, organizational structure, and leadership. The environmental dimension had two components of flexibility and environmental changes, and the individual dimension had eight components of knowledge inertia, continuous education, inertia in thought, inertia in practice, inertia of experience, inertia of learning, psychological inertia, and insight inertia.

From the viewpoint of the faculty members of MUMS, there is organizational inertia in the individual, organizational, and environmental dimensions of the university. Therefore, the university officials must modify the components of organizational inertia in order to counteract this phenomenon.