نشریه راهبردهای آموزش در علوم پزشکی
سال چهاردهم شماره 6 (پیاپی 70، بهمن و اسفند 1400)

Professional identification as a social process in order to define the individual and the professional community of the individual is affected by different environmental, individual and institutional factors. The aim of this study was to identify a model for examining the role of learning environment and professor-student rapport in predicting the professional identification of medical students.

This research is descriptive and correlational in terms of applied purpose and in terms of data collection. The statistical population included all students of Ardabil medical sciences that using Morgan table, 227 people were randomly selected as a sample. To collect information from spelling learning environment assessment questionnaires. Tucker and Melissa Key. Levy, Wilson and Ryan (2010) and Waz and Izason (2008) academic identity were used, and t-test, correlation and structural equation modeling tests in LISREL and SPSS were used to answer the research questions.

Findings showed that the learning environment has a significant effect on the degree of teacher-student rapport and also through professor-student rapport on successful identification of students' professions and explains 0.185 changes in student identification behavior.

The findings of the present study indicate a significant contribution of the learning environment in predicting the professional identification of medical students through professor-student rapport. Therefore, it can be concluded that the learning environment through students 'perceptions as well as students' participation has a significant effect on the successful identification of medical students.

Since individuals with  hyperactivity disorder and hyperactivity are more likely to perform some unhealthy behaviors than normal people, this study Done aimed to Comparison of the effectiveness of Gross Model emotion regulation with cognitive rehabilitation on reducing unhealthy eating behaviors and attitudes in adolescents students with attention deficit / hyperactivity disorder.

The research design was semi-experimental with pre-test and post-test. The study population consisted of adolescents students 14 to 18 years old diagnosed with attention deficit hyperactivity disorder by Kermanshah education counseling experts. That 36 people were selected by avablity sampling method and were randomly divided into three groups: Gross emotion regulation therapy, cognitive rehabilitation therapy and control group. One experimental group received emotion regulation therapy for 8 sessions (90 minute session a week) and the other node received 12 sessions of cognitive rehabilitation therapy (60 minute two sessions a week) and the control group not received treatment. Williamson Eating Scale was used to measure the level of unhealthy eating behaviors and attitudes in two pre-test and post-test stages. Finally, the data were analyzed by SPSS-23 using one way ANOVA and LSD test.

The results showed that both posttest treatments Compared to the control group had a significant effect on decreasing unhealthy eating behaviors and attitudes in adolescents students with attention deficit / hyperactivity disorder (P <0.001). Interestingly, there was no significant difference between the efficacy of the two treatments.

These findings indicate the effectiveness of Gross Emotion Regulation Therapy and Cognitive Rehabilitation on the reduction of unhealthy eating behaviors and attitudes in adolescents students with attention deficit / hyperactivity disorder. These findings, while

 Students’ psychological capital has many positive consequences. Psychological capital is an important factor in reducing academic burnout and student procrastination as well as increasing academic motivation. This study aimed to examine the effect of an educational-therapeutic intervention with Adler’s approach on improving the dimensions of psychological capital (including hope, optimism, resilience, and self-efficacy) among university students.

The current study was quasi-experimental followed by a pretest-posttest design and a control group with a one-month follow-up. To carry out the present study, among all university students-teachers of Farhangian University who obtained low scores on Luthans Psychological Capital Questionnaire (2007) at Resalat Campus for girls in Zahedan in the academic year 2018-2019, a purposeful sample consisting of 30 people was randomly selected and assigned to an experimental group and a control group (each including 15 people). The subjects in the experimental group took part in ten 90-minute sessions of the educational-therapeutic intervention conducted based on the Adler, Dreikurs, and Shoenaker’s approach; however, the control group did not receive any training. After completing all the training sessions, the subjects in both experimental and control groups were subjected to the posttest and the one-month follow-up. To analyze the data, a multivariate analysis of covariance (MANCOVA) and a univariate analysis of covariance (ANCOVA) were applied using SPSS ver. 23.

The results indicated that mean scores of the dimensions of psychological capital, including hope, optimism, resilience, and self-efficacy, of the experimental group obtained in the posttest and the follow-up stages significantly increased compared to those of the control group, which showed an improvement in psychological capital in the experimental group which occurred due to the educational intervention.

Accordingly, it can be concluded that this educational-therapeutic intervention with the Adler, Dreikurs, and Shoenaker’s approach can be effective in improving university students' psychological capital.

Today, knowledge of self-regulated learning strategies is one of the requirements for studentschr('39') success. Self-regulatory learning is not an academic or mental performance skill, but a self-directed process in which learners can apply their mental skills to academic skills. The purpose of this study was to investigate the effect of teaching self-regulated learning strategies on critical thinking and mental health.

This research was a quasi-experimental study with pre-test and post-test design with control group. The statistical population of this study was male and female students of sixth grade elementary school in Fahraj city in the school year of 97-98. Each group (n = 25) was assigned. The data collection tool in this study was the Rickets Critical Thinking Questionnaire (2003) and the Goldberg Health Questionnaire (1970) that was distributed to control and experimental students before and after teaching self-regulated learning strategies. Data analysis was performed using one-way covariance analysis test using SPSS23 software.

The findings of the study indicate a significant and positive effect of teaching self-regulated learning strategies on studentschr('39') critical thinking and mental health. Moderated mean scores of critical thinking (creativity) and mental health (improving physical symptoms, anxiety and insomnia, social dysfunction and depression) emphasize, the experimental group being trained in self-regulated learning strategies compared to the control group. Those who are not educated have a higher level of critical thinking and better mental health.

Therefore, it is suggested that teaching self-regulated learning strategies be included in the teacherchr('39')s teaching guide for studentschr('39') awareness and it is recommended that textbook authors further discuss teaching patterns based on self-regulated learning in student books.

Curriculum design studies based on brain capabilities began in the 1990s. The development of studies conducted in recent years shows the effectiveness of curriculum design based on brain-based learning theories in education, especially organizational training. Thus, the present research has been designed with the purpose of reforming organizational learning processes through the design of a comprehensive curriculum Pattern based on Brain Learning Theory. 

the method of this research is a development based on theoretical method(theoretical Inquiry: Components and Structure). It is one of the 17 research methods in the field of curriculum. The type of research is practical, and data collecting and analysis is qualitative and quantitive.and  research population includes professors,students,experts(curriculum planners). In the qualitative section, the opinions of 50 experts familiar with the curriculum and psychologists familiar with brain- based learning theorier were used. In the quantitive section, a researcher-made questionnaire, with a 0.96 coefficient, was distributed among 120 students of postgraduate students(MA and PHD) in educational, general and clinical psychology and curriculum, commercial and business management selected by an available sampling method to build and formulate curriculum elements.

The results of the confirmatory factor analysis (structural equation modeling) indicated that the integrated model of the brain-centered curriculum in the organizational training includes five bases (such as fundamentals, theories, approaches, post views and Constructivist Pattern), ten essential elements (determining the characteristics of learners, content, learning activities, learning objectives, teaching strategies, resources and learning tools, setting, grouping, time and methods of educational evaluation) and 88 features. The features of the curriculum  Pattern with related elements have made it possible to formulate, implement, and deploy it in the organizational training system. The findings of this study indicated that all coefficients of the model with a confidence level of more than 99% had been statistically significant. Also, teaching strategies with path coefficient of 0.85 had the most explanation than the curriculum.

Based on the findings of qualitative and quantitative analysis, a curriculum based on the theory of brain-based learning in organizational training can be designed and developed with ten elements(determining the characteristics of learners, content, learning activities, learning objectives, teaching strategies, resources and learning tools, setting, grouping, time and methods of educational evaluation). to make the effective curriculum in organizational training, it is necessary to include 88 features in the design, production, implementation and evaluation .

The purpose of this study was to investigate the relationship between academic achievement, academic achievement and academic resilience with academic vitality.

The research method was descriptive correlational. The statistical population of the study consisted of all students of Rasht University of Medical Sciences in the academic year of 2017-2018 among which 200 students were selected by cluster random sampling method and Hussain Chari and Dehghanizadeh (2012) academic vitality questionnaire, Samuels (2004) Academic Resiliency Questionnaire, the Scavophilia et al. (2002) Academic Resistance Questionnaire, and the Peterich et al (1991) Educational Assistance Questionnaire were answered. Data were analyzed using Pearson correlation coefficient and regression analysis.

The findings showed that there is a significant positive relationship between academic achievement, academic achievement, and academic resilience with students' academic vitality. Also, the results of regression analysis revealed that approximately 23% of the total variance of students' academic life was predictable based on the variables of academic desire, academic help and academic resilience (p <0.01).

Therefore, it can be concluded that academic enthusiasm, academic help and academic resilience are variables related to students' academic vitality that require attention of educational authorities and authorities towards such variables.

cultural competence is considered as the main and basic component of professionalism and has unique and special place in the medical sciences due to the cultural diversity of its clients. The goal of this research was surveying of the effectiveness of the experienced curriculum in developing of students’ cultural competency in Shiraz University of Medical Sciences. 

  The research method used was descriptive - correlational. The population of this research consisted of all students of Shiraz University of Medical Sciences. Among them, 366 participants were selected by stratified random sampling method based on the faculty. The research tools consisted of the experienced curriculum effectiveness questionnaire of Mohammadi and Moltaji (1391) and a researcher-made cultural competency questionnaire, which used after evaluating the validity and reliability.

1- The quality of the curriculum experienced is above Mean and is below the optimal level. 2- Cultural competency in the three dimensions of cultural awareness, cultural knowledge, and cultural skill is higher than the Mean and the cultural encounters dimension is below the Mean criterion and all dimensions of cultural competency are lower than the desired level. 3- There is a significant relationship between experienced curriculum and cultural competency (awareness, knowledge, skill). 4- Elements of experienced curriculum (content, duty, quality and goals) are significant and evaluation is non-significant predictor for cultural competency. 

According to the results, it would be possible to create a situation for students to achieve the highest level of cultural awareness, cultural knowledge and cultural skill with designing a high quality curriculum in any dimension and items and improving students’ cultural exposure performance by providing appropriate and group assignments.

Self-efficacy influences the way of thinking, feeling, motivation and behavior of the individual. Considering that self-efficacy is one of the most important and foremost predictors for academic achievement and due to the effect of the motivation of progress in student success, the present study have been designed to evaluate the relationship between self-efficacy and academic motivation of operating room students in Khuzestan province.

This descriptive-analytic study was conducted on 225 undergraduates operating room in the province of Khuzestan who were selected by stratified random sampling. Data were collected using AMS and student self-efficacy questionnaire (CASES). The data were analyzed using descriptive and analytical statistics using SPSS software.

The results of data analysis showed that the students' self-efficacy in the operating room in Khuzestan province was above average and the motivation of these students was reported to be very good. Generally, the self-efficacy process of students was rising from the first to the fourth year of study. The motivation for the operating room students in Behbahan, Dezful, and Abadan is more than Ahwaz, and operating room students of Shushtar have the lowest motivation. There was a positive and significant correlation between self-efficacy and all aspects of academic motivation.

Considering that self-efficacy of operating room students in Khuzestan province is higher than the average reported and have a very good motivation, there is also a positive and significant relationship between self-efficacy and academic motivation. Therefore, in order to improve the success of these students, it is necessary to provide appropriate programs to increase the level of self-efficacy and motivation by the relevant authorities and to eliminate the existing comforts and deficiencies that lead to a reduction in motivation and self-efficacy.

Students' academic performance not only reflects the effectiveness of schools, Educational Centers, but also determines the future of adolescents. The purpose of this study was to determine the effect of aerobic exercise training on active memory and academic performance of first grade high school students.

The method of this study was quasi-experimental (pre-test, post-test with control group) and the statistical population consisted of 4322 students, all female high school students of Marivan secondary schools during the academic year 2018-2019. Using multistage cluster sampling, two schools were randomly selected by clustering schools based on geographical areas. Then, 5 students in each school were randomly selected from each base and 30 in total. The samples were matched based on the average of the previous academic year, age and academic performance. One school was randomly selected as the experimental group and the other as the control group. Research instruments were Daneman & Carpenter (1980) working memory questionnaire, Dortaj students' academic performance questionnaire (2004) and eight session aerobic exercises. Both experimental and control groups responded to the questionnaires in the pre-test and post-test stages. For data analysis, descriptive and inferential statistical tests on two levels (ANCOVA) was used and with software of SPSS 24.

The results showed that aerobic exercise training was effective on active memory of female students (p = 0.01) and 40% of the variance of active memory was explained by aerobic movements. Aerobic exercise training does not affect the academic performance of these students.

Given the effectiveness of aerobic exercise training on students' working memory, schools can help students enhance working memory by incorporating exercise programs.

it is essential to carry out applied studies to assess the extent to which teachers have professional qualifications. In this regard, the present study was conducted with the aim of examining the professional competencies of first-year teachers in the life skills curriculum based on the student's assessment approach.

This study was conducted in the academic year of 96-95 using descriptive-cross sectional method. The statistical population of the study consisted of first-year students in Shiraz, who were studying in the academic year of 2017-18 and 385 of them were selected using multistage cluster sampling method. Through the Morgan and Krejsi sample size determination formula, they were selected as the statistical sample of the study and participated in the research. The research instrument was a researcher-made questionnaire developed by the teacher's professional qualifications. The data were analyzed using SPSS 22 software and frequency, percentage, mean, standard deviation, variance, confirmatory factor analysis and dependent T-test.

The results of t-test showed that there is a significant difference between the present and the desired status of teachers' professional competencies in all three qualifications (P≤0.05), in other words, to reach the desired situation.

Considering the acquired results of the present study, which indicates that teachers do not have professional competencies, it is necessary to consider such issues as strictly adhering to the principle of choosing teachers, paying attention to the welfare and livelihood components of teachers, holding new courses in service , Organizing workshops and participatory training sessions, developing a comprehensive system of evaluation of teachers' professional activities, conducting organized oversight and conducting corrective actions in this field, and providing a suitable platform for the promotion and development of professional qualifications of teachers, Provided.