نشریه راهبردهای آموزش در علوم پزشکی
سال سیزدهم شماره 2 (پیاپی 60، خرداد و تیر 1399)

There are stress factors in university settings that can have a significant negative impact on the health of students. Religious beliefs play a very important role in preventing these influences. In this regard, the present study examines the relationship between religious beliefs and students' stress levels.

This analytical cross-sectional study was conducted among 365 students in 2016. The participants were selected by using the stratified sampling method and proportionate to the number of students in each faculty. The spiritual outlook measurement questionnaire and Life Change Unit (LCU) questionnaire were employed for data collection. The obtained data were analyzed by performing the T-test و Anova، X 2 and Pearson tests in SPSS, version 20.

The most stressing factors were intrapersonal stressors. There was a significant correlation between intrapersonal stressors with the respondents’ age (P=0.017) and environmental stressors with grade (P=0.044). There was not a significant relationship found between LCU and religious beliefs.

Given the nature of medical sciences, students experience high levels of stress that can lead to clinical signs of stress. So, the recommendation is that empower students in academic planning and use of the power of trust and religious beliefs for carrying out affairs that should place on the agenda of the relevant authorities.

In order to improve the quality of the teaching process, it is necessary to review the professor-student rapport. The purpose of the present study was to investigate the factor structure and item-response parameters of Professor-Students Rapport Scale-Brief (PSRS-B).

In a descriptive-correlation study, 497 students from Shahid Beheshti University of Medical Sciences were selected by multistage random sampling method and completed Professor-Students Rapport Scale-Brief (Ryan & Wilson, 2014). Exploratory factor analysis, confirmatory factor analysis, discrimination and threshold parameters and Item and test information curves were analyzed using SPSS 16, Amos 20 and IRTPRO 2.1.2 softwares.

The results showed the structure of an agent-based model that explains 59.57% of the variance. Confirmatory factor analysis also confirmed this structure. The internal consistency of the scale was confirmed by Cronbach's alpha of 0.86 and split-half, 0.88. The item-response parameters were also at the optimum level.

Professor-Students Rapport-Brief seems to have a good validity and reliability in the sample of Medical sciences students and can be used as a precise instrument in this regard.

Clinical education constitutes a major share of nursing education and clinical competence of instructors is a key factor in offering proper knowledge, skills and attitude to students. The diversity in competence level of instructors and absence of the same educational approaches, have led to a dependence of education on individual abilities of the instructors. As a result, evaluating the clinical competency of the instructors seems to be necessary.

This descriptive study was carried out on 165 nursing and surgical technology students. The tool for data collection was a two-part questionnaire consisting of demographic information and clinical competency attributes, covering five areas including personal characteristics, interpersonal relationships, educational skills, clinical evaluation and management competency. Range of scores was zero to six, and SPSS software was used for data analysis.

The results revealed that the mean age of students was 21 ± 5.9. The mean total score for clinical competencies was (5.1 ± 1.1) for Ph.D. instructors, (4.7 ± 1.1) for PhD students, (4.48 ±1.2) for trainers and (1.3 ± 4.41) for hospital personnel. 64.5% of the students preferred to be taught by a Ph.D. regarding clinical competence, the highest score was for personal characteristics and the lowest score for clinical evaluation and management competency.

According to our findings, Ph.D. faculty members of the nursing school have a better clinical competence compared to other instructors, and increasing clinic-based instructors can improve the quality of clinical education. Moreover, planning for clinical evaluation and developing management.

The present study was conducted to identify the components of the participatory management model in the ninth-grade science classroom in a district of Karaj. Classroom participatory management is an important part of the education process and facilitates the teaching-learning system and facilitates the learning process. Studies in Iran show that classroom management has received less attention than other aspects of the classroom. The collaborative management model of the class was conducted in the science course in the first secondary school of the city of Karaj, Iran.

Components extraction was done by a qualitative content analysis, and the statistical population consisted of all teachers of science (135 teachers) and all students (2865 students) employed in the 9th grade of primary school in the district of Alborz province in the academic year 2017. Using a random sampling method, 15 subjects of the teachers and 8 classrooms in four high schools (164 students) were selected.

The results of the research indicated that there was a positive and significant (p<0/05) relationship between participatory management and the components of analysis, content, students, teachers, educational strategies, teaching methods, evaluation, school environment and classroom conditions.

Assessment and measurement of research has appropriate (internal) validity and is acceptable, and the result of the research while confirming the main hypothesis, has been shown that collaborative management increases the focus on homework and reduces teacher dependence, provides good opportunities for reading and thinking skills by observing the behavior of others, and builds strong relationships between students and enhances listening skills.

University students at their first semester experienced special stresses that can affect badly on their educational performance. The aim of present study was to investigate the relationship between student’s educational performance and intelligence, identity styles, gender, different dimensions of mental health, mental health-related variables and probable prediction of educational performance by them at their first semester.   

Cattell Culture Fair Intelligence Test III for assessment the intelligence, Identity Style Inventory (ISI-6G) for assessment identity styles, Iranian National Mental Health Scale for students to assess mental health, its dimensions and mental health-related variables were administered on 167 freshman students in 2 sessions and at the first month of their undergraduate course.

Pearson correlation coefficients showed that educational performance had positive relationships to intelligence, gender (female), informational identity, normative identity, well-being, social support, family atmosphere and had negative correlations to depression and social anxiety. However, in the multiple regression analysis only gender and intelligence could predict (adjusted R2 = 0.091) the educational performance.

The findings showed that the intelligence and gender in freshman university students such as in high school students, more than other variables can predict the educational performance. It can be suggested that the significant related variable to educational performance can be used for reconnaissance of high risk students in low educational performance as target group of prevention intervention.

The importance of learning English as a foreign language among nations in the age of science and technology and communication is not overlooked by anyone, but learning it in the community is always accompanied by psychological barriers. The purpose of this study was to investigate and compare the effectiveness of interactive and work-oriented teaching methods on reducing the psychological barriers of learning, including negative attitudes in English and lack of academic self-esteem.

The present study was a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all students who entered the Islamic Azad University, Babol branch without entrance examinations, with a total of 420 students in the academic year of 2018. A sample of 90 students was selected through random sampling. Then, they were randomly assigned to three groups (60 people) and control (30 people). Attitude and self-efficacy questionnaires were used as a pre-test for all three groups. Then, the teacher was taught in three classes by a researcher with three different interactive, participatory, work-oriented, traditional and traditional work methods during 20 sessions (each 90 minutes). At the end of this period, all three groups completed the above-mentioned questionnaires as a post-test. Data were analyzed using covariance analysis and Duncan's post hoc test.

The results of data analysis showed that both methods of work-oriented with a significant level (p <0.01) resulted from the traditional grammatical-translational method. Comparing the two methods of work-centered interaction, the interactive-collaborative method of the conventional method was better in relation to self-efficacy (p <0.01) but in the case of attitudinal barrier, despite the difference in the mean of the two groups in the mean of the two groups in favor of the method Interactive-participatory approach to positive attitude did not show statistically significant difference (p> 0.26).

Considering the effectiveness of the interactive-participatory teaching job-based teaching method, it is suggested that self-efficacy and positive attitude could improve students' academic status.

The family is the social institution, which is the first foundation of collective life. Considering the importance of the family and its legal system, the discussion of the family rights and its education can prevent the damage caused by the lack of familiarity with it; So, the purpose of this study was to feasibility study of family laws education in higher education from the viewpoint of laws professors.

This research is applied in terms of purpose and based on data collection method, is a descriptive research- survey type. The statistical population included law professors in Iran. Sampling method was a simple random that 150 people were selected based on G-Power method. The Data collection tool was a researcher-made questionnaire. Content validity of the questionnaire was confirmed by experts and reliability of the questionnaire was determined using Cronbach's alpha coefficient of 0.88 which indicates the appropriate reliability of the tool. For analyzing the results, descriptive statistics (mean and standard deviation), and one-sample t-test and independent t-test statistical tests were used.

The results showed that professors agreed with the necessity and opportunity to education of family laws  in higher education and well evaluated the teachers' attitudes on the education of family law in higher education. They believed that there was no serious threat in this regard, and the readiness of human resources is also considered to be favorable.

According to the results of this research on the need to family laws  education at university, in addition to other general lessons, family laws  education could be paid more attention as a separate lesson.

The aim of this study was to investigate the effect of e-learning readiness on self-regulated learning strategies and students' behavioral tendency to learn on the web.

The present study is applied in terms of its purpose and it is descriptive-correlational in terms of its nature and method. The participants of this study were the whole students of Tabriz Payam-e-Noor University in 2016-2017. Among whom 223 were chosen using stratified random sampling method. Four types of measurement instruments were used in the present study including e-learning readiness of Watkins et al. (2004), motivating beliefs of Pintrige et al., (1991), Self-regulated learning strategies in online and web-based learning of Bernard et al., (2008), and behavioral tendency to web-based learning of Davis et al., (1989). Structural equation modeling was used to analyze the data in AMOS and SPSS software.

The findings of this study indicated that the given conceptual model was confirmed statistically with respect to the goodness of fit indices. Moreover, e-learning readiness through the mediating role of motivational beliefs has direct, positive and significant effect on the motivational beliefs and indirect positive and significant effect on self-regulated learning strategies and behavioral tendency to web-based learning. In addition, motivational beliefs have direct positive and significant effect on self-regulated learning strategies and behavioral tendencies in web-based learning. The direct effect of e-learning readiness on e-learning strategies and behavioral tendency toward web learning was positive but was not statistically significant.

E-learning readiness has a positive and significant effect on students’ motivational beliefs. So, increasing the amount of this factor will increase the students’ motivation in the web-based educational environment and their success.