نشریه راهبردهای آموزش در علوم پزشکی
سال چهاردهم شماره 3 (پیاپی 67، امرداد و شهریور 1400)

Spiritual intelligence survey and paying attention to how it is formed, especially in high school students who are at a critical stage in terms of age, has valuable results in the field of spirituality and its application in ensuring studentschr('39') mental health. The present study is a mixed exploratory study that was conducted to design and evaluate the validity and reliability of the spiritual intelligence formation questionnaire for high school students.

The statistical society included 35414 high school students in Tabriz. The sample size of the quantitative part was determined using Krejcie and Morgan formula and 380 people were selected by cluster random sampling method. After interviewing 21 participants from the qualitative part, data saturation was obtained and a questionnaire was designed based on it. To determine the content validity of the questionnaire, qualitatively from the point of view of six experts and to analyze the data, exploratory factor analysis and second-order confirmatory factor analysis with maximum likelihood method were used.                                                                                                                                                                

The results of the analysis showed that the general structure of studentschr('39') spiritual intelligence has the highest impact factor (0.78) with the consequences component and the lowest impact factor (0.64) with the context component. The results of the analysis showed a good fit to the designed model with experimental data and the validity of the formation of studentschr('39') spiritual intelligence at the level of questions and components was confirmed.

In this study, three main components of the formation of studentschr('39') spiritual intelligence were obtained. According to the results, the questionnaire on the formation of spiritual intelligence of students with high validity is a tool that is valid for use in educational and psychological research.

Clinical education is an important part of education in medical sciences. One of the most important barriers to clinical education is the problems with the evaluation system. Studies with controversial results have been conducted in the field of clinical evaluation methods. The purpose of this study was to systematically review the research done to determine the appropriate clinical evaluation method.

This study is a systematic review and the searches were done in Iran doc, Health.barakat, SID, MedLib databases between 2010 – 2019, as well as in ISI, PubMed, Elsevier, Science Direct, Ovid, Pro Quest, and Google Scholar databases from 2010 to 2019. “Clinical Evalution”, “New Evalution”, “Medical Science Students”, “Performance Evalution”, and their Persian equivalent keywords were used. Finally, 13 studies that had the criteria for entering this study were selected and reviewed.

The results of the collective studies showed that each of the evaluation methods has advantages and disadvantages, including the 360 degree evaluation method, can be helpful in improving student dissatisfaction. Comparing the portfolio with the log book, the most important difference between them is that the portfolio includes student critical thinking. The observation of direct performance allows feedback and evaluation without much financial and human resources. One of the disadvantages of a long case is that its validity and reliability is low.

In a method of evaluating, the validity, reliability, applicability and positive feedback of this method on the trainee are important. Also, given that the clinical capability has a completely complex structure, for its valid evaluation, we need multiple and combined methods and use of any method is depends on the purpose of the evaluation.

Fraud is one of the most important factors in learning among students Therefore, identification of factors influencing attitudes towards academic fraud is essential. The aim of this study was to investigate the attitude toward academic fraud and its relation to the motivation of academic achievement and self esteem in students of Rafsanjan University of Medical Sciences in 2018.

In this descriptive-correlation study, 332 students of Rafsanjan University of Medical Sciences participated in the study based on a preliminary study. In order to achieve the research goals, demographic characteristics, academic fraud, motivation for Hermannchr('39')s progress and Rosenberg self-esteem were used. Data were analyzed by SPSS software version 18 and Pearson & Spearman correlation coefficient, independent t-test and ANOVA.

The results showed that there was an inverse and significant relationship between the mean scores of attitude toward fraud and the motivation of academic achievement. In other words, with the increase in attitude toward cheating, the motivation score for academic achievement declined and vice versa (P =-0.22, P =0.0001). There was a reverse and significant relationship between attitude scores on cheating and self-esteem; so that self-esteem decreased with increasing attitude toward cheating (p= -0.13, P=0.015).

In the survey of academic fraud, it is better to take into account factors such as self-esteem and the motivation of academic achievement at the beginning of university entrance to achieve a lower degree of academic harm.

Many of the common teaching methods of universities deliver to students who are incapable of solving their smallest individual and social problems. Whereas educational programs and methods should be designed to encourage learner thinking and problem solving, In this study, the role of each of the traditional teaching methods and concept map in the development of critical thinking and academic achievement of postgraduate students of Iran University of Medical Sciences has been investigated.

The research method is quasi-experimental and was performed using two-group design with pre-test and post-test. The statistical population were all graduate students in the field of medical education in the academic year 2017-2018, two groups of 17 of them participated as an available sample. Data collection tools, the California Critical Thinking Assessment Questionnaire, as well as academic achievement tests were acceptable indicators of validity and reliability. The collected data were analyzed using SPSS24 software and Kolmogorov-Smirnov tests (to ensure that the data distribution was normal), independent and covariance analysis.

The observed differences in the level of critical thinking between the two groups of control and experiment were only due to the use of concept map model and the pre-test had no significant effect on it. Also, the difference in academic achievement of the two control and experiment groups was due to the use of concept map model and again the pre-test did not have a significant effect on it.

The findings of the study showed that the observed differences in the level of critical thinking with (P-value = 0.04) and academic achievement with (P = value = 0.00) between the two groups of evidence and experiment only in terms of the application of the map model is conceptual and the pre-test has not had a significant effect on it.

Investigating the information seeking behavior of nursing students in General English and ESP courses is of great importance since various factors may impact the students’ information seeking behavior. As such, the present study sought the inhibitors to the information seeking behavior of students of nursing in general English and ESP courses.

Methods:

 The study is a qualitative research that adopted a conventional content analysis. Seven faculty members of English as foreign language (EFL) who took part in the interview had the experience of teaching English for specific purposes (ESP) to nursing students. The study that was carried out in 2018 used a purposive sampling and a semi-structured interview was employed in the study. 

Based on the findings,143 themes emerged that were categorized into 19 sub categories and, 3 main categories; namely, behavioral, organizational, and contextual factors were the main obstacles to information seeking behavior of nursing students in general English and ESP courses.

It was revealed that ignoring the factors which influence nursing students’ information seeking behavior may result in either students’ over- reliance on their textbooks or on their attempt to translate textbook. By so doing, they would not seek help from various other information resources. It seems necessary to pay a particular attention to the factors. By doing so, one can have a better understanding of studentschr('39') information seeking behavior.

Test anxiety is one of the most common mental disorders that have a detrimental role on mental health and educational students. So, the aim of this study was to investigate the effectiveness of threatening cognitive bias correction on the reduction of test anxiety.

In this quasi-experimental study, statistical community was Twelfth grade girl students in district 3 of Tehran city during 2018-2019. 300 students were selected by cluster random sampling and Sarason questionnaire was used for screening test anxiety subjects and dot probe was used for cognitive bias. Finally, 32 participants were randomly assigned to the experimental (16) and control (16) groups. In the experimental group, bias adjustment was performed in 8 sessions, before and after the intervention, test anxiety was measured.

The results showed that the mean scores of test anxiety in the experimental group decreased significantly from 23.93 to 17.75  and in the control group it increased from 23.87 to 24.06 and was unchanged. The results of univariate analysis of covariance showed that the modification of threat-related cognitive bias was effective in reducing the test anxiety of 12th grade students.

It seems that a cognitive bias modification program could have clinical implications to facilitate the release of attention from the threat in the treatment of test anxiety.

The present study aimed to investigate the effectiveness of produced educational computer game on the academic engagement of boy students in the first grade of secondry high school in Tehran.

This study is based on the objectives and hypotheses of the type of inter-group experimental design with pre-test and post-test along with the control group and according to the method of data collection, it is a semi-experimental type. The statistical population of this study is all boy students of the first grade secondary school students in Tehran who study in the academic year of 2017-18. Using a targeted sampling method, a school in district 2 in Tehran city was selected as the sample and 50 subjects were divided into two experimental and control groups. Research tool of the present study is questionnaire of academic engagement.

The results of ANCOVA and MANCOVA showed that the level of significance was less than 0.01 (p <0.01). Thus, the statistical zero assumption is rejected and it was found that there was a significant difference between the students in the experimental and control groups in the scores related to the academic engagement and its components in the post-test.

rding to the results of this study, it can be concluded that the produced educational computer game has been effective on the variable of academic engagement and its components and has led to its increase.

very variables have a role in improve the academic vitality of students. therefore, this study was conducted with the aim of modeling academic vitality based on metacognitive beliefs and mediating the academic engagement in students.

The research design was a correlation research based on the structural equation modeling method. The statistical population of this study was all female primary school students of the Tenth and eleventh grade of high school in Fereydunkenar in the academic year of 2018-2019 to  601 people. 342 people were selected by stratified random sampling method. To collect data, the educational vitality questionnaire of Hossein Chari and Dehghanizadeh (2012) and Wales meta cognitive beliefs (1997) and Zarang academic engagement (2012) were used. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.

The results showed that six ethical, economic, social, religious, aesthetic and political dimensions are the central dimensions of organizational value management, each of which includes components and indicators that are discussed in detail in the study.

results of the research showed that the research model is fit and 37% of academic vitality can be explained by metacognitive beliefs and academic engagement. There was a significant negative correlation between metacognitive beliefs and academic vitality, and there was a significant positive correlation between academic engagement and academic vitality.