فصلنامه توسعه ی آموزش جندی شاپور
سال سیزدهم شماره 2 (پیاپی 43، تابستان 1401)

Academic self-efficacy can be defined as a reflection of the student's personal beliefs in their abilities to achieve educational tasks at the expected levels (Malkok and Kesen Matlo 2018). So the ways to enhance self-efficacy have been highlighted. Hence, many studies have been done in this regard: dialectical behavior therapy (Moghadam et al. 2019), group cognitive therapy training (Besharat 2016, Bianfar 2018), acceptance and commitment therapy (Doroudian 2019) and emotion regulation training (Fooladchang and Hasannia 2014, Penrosa, Pari and Ball 2007) including Psychological interventions were aimed at increasing academic self-efficacy. From a methodological view, despite the fact so far, several researches have examined the effectiveness of this therapeutic approach on clients individually and in groups; But so far in Iran, coherent and comprehensive research has not evaluated these researches with the meta-analysis method; On the other hand, considering that numerous researches related to the effectiveness of psychological interventions on self-efficacy in Iran, it gave the impression that conducting a meta-analysis research will help to clarify the real amount of the effectiveness of the interventions and will determine the impact of these interventions. Present study attempted to investigate the effectiveness of psychological interventions on students' self-efficacy using a meta-analysis research.  

In this research, based on the proposed research goal, method was meta-analysis. The statistical population was all the researches published by Iranian authors in scientific journals inside and outside of Iran, conducted between years 2017-2021 in the field of psychological interventions on students' self-efficacy in Iran, which had the necessary conditions in terms of methodology.The search sources were scientific journals in the field of psychology, educational sciences, medicine, academic Jihad information resource bank and Iranian document centers by referring to the sites sid.ir, google scholar, magiran, the dedicated page of scientific journals. The criteria for the meta-analysis included:1) The topic should be "psychological interventions and self-efficacy in students". 2) The research was conducted in a group that meant individual studies, reviews and correlations were not accepted. 3) The research should be quasi-experimental. 4) Valid tools and accurate scales should have sufficient validity and reliability.In addition, the research tool was the content analysis checklist. According to the list of researches and considering the mentioned criteria, 34 studies with 34 effect degrees/rates were approved. Then calculations were done manually; the steps of implementing this meta-analysis were based on the meta-analysis steps of Howitt and Cramer (2005) (Howitt and Cramer 2005; Pasha Sharifi et al. 2018) as follows:1) Definition of research variables 2) Searching databases 3) Research studies 4) Calculation of influence degree/rate for each study 5) Combination of influen degree/rate of studies 6) Significance of combined studies.

From 62 studies, 34 studies including 1645 participants met the eligibility criteria. Based on the reviewed findings, the studies in terms of the number of psychological interventions on the type of self-efficacy were general self-efficacy with a frequency of 19 and 55.88%, academic self-efficacy with a frequency of 8 and 23.52%, and other dimensions of self-efficacy (clinical, decision-making and social) with a frequency of 7 and a percentage of 20.58.Table 3) Combining the results of the volume of studies on the effectiveness of psychological interventions (psycho-educational) on self-efficacy in Iran (students' case study)Number of influence degreeGeneral Values ZrThe degree/rate of the overall influence of the article3416/580/48Based on the results obtained from table No.3, the average influence degree/rate obtained from the studies was calculated 0.48.Table No. (4) Indicates the significance of the combined studies.Table 4) Significance of combined effectiveness studiesNumber of StudiesZ Overall ValuesZ Average valuesCombined significance3497/4116/700/00001Finding of table No.4 showed the combined significance level of the conducted studies was (P>0.00001), which can be inferred the significance of the total influence degree/rate of psychological interventions (psychological-educational) on self-efficacy in Iran (study case of students). The interpretation of the results based on the influence degree/rate of Cohen's d was obtained in the present study 0.48, that according to the results of the Cohen's d interpretation table, the influence degree/ rate was medium and significant (P<0.00001).The current study estimated the influence degree/ rate at 0.48, which in Cohen's interpretive evaluation, indicated the average effect size and was also significant. The results of the present meta-analysis were in line with the findings of Aminodin et al. (2021).A study by Aminodin et al. (2021), examining the evidence and determining the effectiveness of self-management interventions based on smart phones on self-efficacy, self-care activities and quality of life in patients with diabetes, type II, was conducted as a meta-analysis. A systematic search was conducted in five databases (CINHAL, COCHRAN, Embase, PubMed, and Scopus).Learners with high self-efficacy can improve academically, control their impulses, seem to solve problems, and monitor their progress (Kumaraju, Nadler 2013). Self-efficacy increases when learners actively manage their internal and external environment, have a specific plan for study and review, estimate the level of effort required, focus on progress, and identify support resources (Pintrich, 2004); quoted by Akhwan Tafti and Kodkhodaei (2016),  teaching cognitive and metacognitive strategies were also effective in increasing self-efficacy. By using these strategies, people can use appropriate solutions and strategies for learning and studying, moreover, they can complete learning assignments and increase their motivation to learn. Therefore, by using these strategies, learners trust their abilities more, which increase their self-efficacy (Hoseini et al. 2014).

Finally, paying attention to cultural contexts in different societies can be effective in the effectiveness of different treatment approaches. In any case, it is obvious to use various treatment approaches in treating problems, but what is better to pay attention to is the success rate of applying the desired treatment model in solving the problem.It was suggested that therapists may use proven psychological methods in order to improve self-efficacy. On the other hand, the need to conduct additional studies and combine the findings of these studies was perceived, as this study was proposed to meet this need. However, more research was required on the effectiveness and persistence of the psychological treatments’ effects along an emphasis on biological changes, and researchers should address these issues in a scientific and focused manner. Similarly, it was suggested more meta-analyses and review studies regarding whether there may a significant difference between psychological interventions (cognitive behavioral therapy, acceptance and commitment therapy, behavioral therapy, etc.) or not.Finally, there was a great variety in the types of psychological interventions examined in the present meta-analysis; hence, it suggested that the general mechanisms of changes be done with a content analysis study or a review. One of the limitations of the present research was the lack of a consistent database, which prevents easy access to more different articles across the country.

The aim of this study was to compare the academic performance of general doctoral students in dentistry before and during the corona pandemic in Ahvaz Jundishapur University of Medical Sciences in 2021. Today, students' academic performance is considered as an important indicator for evaluating the higher education system. The academic performance of students is always considered one of the most important ways to evaluate the performance of professors, and for students, the grades and GPA of the academic semester represent their academic abilities to enter higher education levels. Therefore, academic performance has always been important for teachers, students, parents and educational researchers, and for this reason, many educational researchers and specialists have focused their research on identifying the effective factors related to academic progress.

In terms of its purpose, this research was one of the applied researches, and in terms of the method of controlling the variables, it was also an experimental research that was conducted in a post-event (causal comparative) manner. The statistical population was 250 people of all dental students in Medical Sciences Faculty of Ahvaz Jundishapur of University of Medical Sciences, and 151 people were selected as a sample by simple random sampling according to the table of Georgesi and Morgan. In addition to the previous coordination, the researcher referred to the education department of Jundishapur University of Medical Sciences, Ahvaz, and evaluated the scores of the mentioned courses before, during and after the corona virus. The method of collecting information was field and library. Descriptive and inferential statistical methods were used in this research, whereas in the descriptive part, indicators related to mean and standard deviation were used; while in the inferential part, independent and dependent t-tests were used to test the hypotheses. In addition, SPSS version 23 software was used for data analysis in this research, and a significance level of 0.05 was considered. During the registration and recording of students' grades, in order to respect the rights of students and comply with ethical considerations, students' names were coded and the code was used to identify the sample.

Demographic characteristics of the present research sample in terms of gender were associated with the frequency of 0.56 woman and 0.44 man, also the age frequency of the research sample was 21 to 23 years with a frequency of 0.63, 24 to 27 years, 0.12 and 27 years and above. In this part, the hypotheses of the research are examined that for this purpose, the dependent t statistical test (to measure and compare the scores before and during the Corona) and the independent t-test have been used. The results showed that the corona pandemic in obtaining the score of the oral and maxillofacial pathology course (1); the mean score during the Corona was equal to 15.98, and the mean score before corona was equal to 12.41, the anatomy of the practical tooth was equal to the mean score during corona equal to 0.00. 17, and the average pre-corona scores equal to 12.14, while internal diseases (2); the mean intra-coronary scores equal to 16.48, and the mean pre-coronary scores equal to 12.54, the pharmacology mean the mean intra-corona scores equal to 17.00, and the mean scores Pre-corona 12.30, and oral and maxillofacial surgery (1); the mean score during corona equal to 16.95, and the mean pre-coronary score equal to 12.62. General Ph.D. students in dentistry at Ahwaz Jundishapur University of Medical Sciences has it.

According to the first hypothesis of the research, the findings demonstrated the effect of the Corona pandemic on the oral and maxillofacial pathology course scores (1); in the second hypothesis, the findings showed the effect of the Corona pandemic on the achievement of the practical dental anatomy course score; obtained by  according to the fourth hypothesis,   the effect of the Corona pandemic on the grades of the pharmacology course;  and regarding to the fifth hypothesis, the effect of the corona pandemic on the grades It shows the grade of oral and maxillofacial surgery course (1)was revealed. Hence, it was recommended that practical laboratory classes and education in the field of medical internship students and other fields should be planned and implemented in a combined form with face-to-face priority, provided that vaccination was completed and in compliance with health protocols. It was also recommended that in hospital centers and colleges, all the trainings that were held in the form of morning report, journal club, case-report and scientific meetings, according to the facilities of educational groups and hospitals, in compliance with health protocols, in the form of combined programs with attendance priority should be implemented.

Nowadays, university leadership has become a job with increasing complexity and includes responsibilities from strategic planning and building relationships to budgeting and fundraising, taking responsibility, creating positive working relationships, performing balanced and delicate actions in university relations. , patience, altruism, the importance of cooperation, building trust, the honor of serving as a university president, the reason of influencing people's lives, creating change and helping others, maintaining the scientific path, creating a supportive, transparent and open environment for everyone's success, are very important competencies. And it is necessary to be the president of the university. The field of action and activity of the university president includes working with students, academic staff, faculty members and society. This research was conducted with the aim of identifying the components of creative leadership in Islamic Azad University, Karaj branch.

The research method was in terms of the library-field environment, in terms of the application goal, in terms of the cross-sectional data collection time, and in terms of the research implementation method, it was descriptive-survey. According to the purpose and nature of the research, a mixed or mixed research method has been used by combining qualitative and quantitative methods with a sequential exploratory plan and a classification compilation model as one of the research strategies in mixed methods. The participants in the qualitative part of the research were experts and experts and specialists in educational management and higher education management at the Islamic Azad University of Karaj, which was initially conducted with a targeted method and then continued with a snowball method. The statistical population in the quantitative phase is made up of managers, deans of faculties and assistants and professors of educational groups of Islamic Azad University of Karaj, who have at least 3 years of work experience and according to the rules of official recruitment, experimental, contractual, and definitive in different departments of this organization. In the academic year of 1399-1400, they were employed, and their number was estimated to be 300. Using Cochran's formula, the number of 170 people was estimated for the sample. Therefore, simple random sampling was used in sampling. In order to discover deep information in order to identify the components of creative leadership, the researcher reached the stage of theoretical data saturation by interviewing 12 participants, using a semi-structured interview with 6 questions face-to-face and a telephone interview as a data collection tool. Became. The analysis is based on the objectives of the research and is based on the foundational data method using the following methods a: open coding, b: axial coding, c: selective coding. In fact, after reading the text of each interview, the parts that could be considered as a primary code according to the research questions and research objectives were identified and selected as the primary concept. The data collection tool in the quantitative section was a 68-question researcher-made questionnaire. To analyze the qualitative data of the research, foundational data analysis was used, and in the quantitative part, descriptive and inferential statistical methods were used with Lisrel and SPSS software.

Qualitative data analysis was done based on the systematic approach of Strauss and Corbin's foundational data theory in three stages of open coding, central coding and selective coding, so that causal factors, components of creative leadership in the Islamic Azad University of Karaj branch , suitable background and background, intervening and inhibiting factors, strategies and consequences of creative leadership model implementation in Islamic Azad University of Karaj branch were extracted.Structural equations and LISREL software were used in order to design and validate a model for creative leadership of Islamic Azad University of Karaj from the point of view of managers, heads of faculties and assistants and professors of educational groups of faculties based on quantitative data. Using the background of the research and data analysis in the qualitative phase, the relationships between the factors obtained in the exploratory factor analysis were drawn.Extraction was done in an inductive way and we reached from the part to the whole, and in the end, a paradigm model of creative leadership was presented in the Islamic Azad University of Karaj branch. In the qualitative analysis of the findings, a paradigm was used, and in the quantitative analysis of the data, the method of structural equation analysis was used.

The results showed that the dimensions and components of creative leadership in higher education included entrepreneurial, transformative, effective, intelligent, educational, organizational intelligence and emotional intelligence. By creating new ideas and perspectives, creative leaders create a new path of growth and prosperity for organizations and improve the performance of organizations and gain a competitive advantage. Through determining roles, requirements and tasks assigned, they direct and motivate their followers towards certain goals. In order to measure the components of creative leadership in the higher education of Islamic Azad University, Karaj branch, exploratory factor analysis with principal component (PC) method was used. Sampling adequacy and lack of linear multiplicity (Bartlett's sphericity) equal to 0.814 and the significance level of Bartlett's sphericity test was less than 0.001, and three eigenvalue indices, variance explanation percentage also indicated compliance with the assumptions. In general, it can be said that there are two types of factors, i.e. "individual competences" such as self-awareness and responsibility, having emotional and organizational intelligence and entrepreneurship, and "work and organizational skills" such as attention to conditions and requirements, organizational culture, university management requirements, infrastructure development and attention to economic resources of leadership transplants. are creative.

Today, intelligence is generally understood as the ability to understand and to adapt to the environment using inherited abilities and learned knowledge (Pahor et al. 2019). Humans are incredibly intelligent creatures and we rely on our intellectual abilities every day. Although intelligence can be defined and measured in countless ways, our overall intelligence as a species makes us incredibly unique and allows us to thrive for generations to come (Rohl 2020).Intelligence has been defined or conceptualized in different ways, some of them are compatible with each other but others are contradictory. Of course, intelligence is a real phenomenon that can be explained, but people's perceptions of that phenomenon are completely different, just as different perceptions are imagined in the same scene from the movie.  Accordingly, the purpose of this research was to "examine the spiritual vitality and communication skills of gifted students and graduates who entered the university before the age of 15".

The method of the present research in terms of the goal and in terms of the implementation method according to the nature of the subject (comparison of spiritual vitality between gifted students and graduates who entered the university before the age of 15 with those who studied without leap) was fundamental and causal-comparative research, respectively. Causal-comparative research refers to research in which the researcher examines the possible causes of its occurrence with regard to the dependent variable. Given that the data collection was done at a specific point in time, hence the current research was cross-sectional. Documentary and library methods were used to examine the theoretical aspects of the research, and the basis of data collection was a questionnaire. In fact, by using these scientific and conceptual bases as well as the information obtained from the questionnaires, the subject were explained. The statistical population of the present study included two groups. A group of gifted students and graduated who entered the university before the age of 15, and another endo-group of people who studied without leaps. To identify the gifted students, the National Elite Foundation, the Educational Talent and Inquiry Organization were referred through coordination and identification with the help of the Ministry of Science. Also, the normal group included all the people who entered the university at a normal age or were in the same range in terms of age and academic progress (average) and working in a job environment with the gifted in the current conditions. In this research, non-random sampling method and available were used to select the people of the sample group. A number of 32 gifted students and graduates who entered the university before the age of 15 were selected. 32 students and graduates who were almost the same as the first sample in terms of year of entry, average and job type were selected.The criteria for entering the research were as follows: above average intelligence (at least two standard deviations), entering university at the age of 15, studying in a national university and academic success, and having no history of physical or mental illness, especially after Entering the university that had overshadowed or delayed the individual's performance. In the present study, the researcher collected research data from Afrooz's spiritual vitality questionnaire (2015) and Bar-On's social-emotional intelligence questionnaire in addition to the personal profile form, (Adults) (1980) used. First, we used library studies to study the subject, then using a non-random sampling method, 32 talented students and graduates who entered the university before the age of 15 were selected.  Next, questionnaires of general characteristics were distributed among them. After completing the questionnaires, they were collected and then coded and analyzed in SPSS software version 22, finally.

The results of the analysis showed that the average of spiritual vitality, communication skills and their subscales in both groups were significantly higher than the expected average. Mean and standard deviation were used to describe spiritual vitality and its scales in two groups. And to determine the level of spiritual vitality and its scales in two groups, considering that the answers to each question in the questionnaire were in the form of four options, which were scored as completely disagree = 0 to completely agree = 3, the expected average score in each question was equal to 1.5, therefore, the comparison of the mean of each sub-scale and the total score, the number of questions multiplied by 1.5, and the one-sample t-test was used.

In the first hypothesis of the research that "spiritual vitality of gifted students and graduates who entered the university before the age of 15 is different from normal people.", Because the independent variable in two levels (gifted and normal groups) and the dependent variable , i.e. spiritual vitality, were not significantly different from the normal distribution in the two groups; therefore, the average spiritual vitality and communication skills in the gifted group were significantly higher than the normal group.

Futurism is a systematic, interdisciplinary and comprehensive study of social and technological progress and other environmental trends, which is often aimed at investigating how people will live and work in the future. Futures research seeks to understand what is likely to happen and what can plausibly change. Therefore, part of this discipline seeks to make a systematic and pattern-based understanding of the past and present, and to explore the possibility of future events and trends.Future research seeks to use the analysis of the existing situation, identify change mechanisms and define different scenarios, to predict development and improvement in probable and possible futures. Good decisions depend entirely on introspection, today's life is very different from the past; In this changing world, old traditions no longer shape our future; Rather, we ourselves must create our own future so that we can prepare ourselves, the organization and the society against global changes. Future research has a two-way relationship with the worldview, ideology and culture of nations. Paying attention to the future and its effects in human life is important. It is one of the topics that arouses human curiosity. With the emergence of experimental and rational sciences, curiosity in the future has turned into research in the future and has brought concepts such as future research and foresight, considering that future analysis is one of the environmental issues in strategic discussions and the scientific developments of this The topic plays a role in the scientific process of these strategic topics, the purpose of the future research methodology is to explore, create and test desirable and possible futures in order to improve decisions.Knowledge management is defined as the explicit and effective management of important knowledge and its related methods in identifying and exploiting it. Knowledge management emphasizes on creating, providing, strengthening, supporting appropriate knowledge environments in the organization, motivating and empowering people to use their knowledge sharing and creating new knowledge. Knowledge can be added to the toolbox of managers, consultants and other developers of the organization so that they can use its capacities to try to improve the work situation. Therefore, the present article was carried out with the aim of presenting a model for the development of knowledge management future research in the Islamic Azad University of Tehran province (case study: field of educational sciences).

The research method was mixed or combined. In the qualitative part, 15 experts were selected based on purposeful and theoretical sampling (snowball). The validity of the research tool was confirmed through the methods proposed by Lincoln and Guba, and its reliability was confirmed through Holstein's reliability coefficient. The statistical population in the quantitative section includes all faculty members and teaching staff of the faculties of educational sciences of the Islamic Azad University of Tehran province (about 210 people) who were employed in the educational sciences faculties of the Islamic Azad University of Tehran province in the academic year of 1401-1400. Karjesi and Morgan's table estimated the number of 160 people and were selected by random sampling. The content validity of the questionnaire was confirmed by academic experts. The reliability of the questionnaire was 0.927 with Cronbach's alpha coefficient. In the qualitative analysis of the findings, a paradigm was used, and in the quantitative analysis of the data, the structural equation analysis method was used.

The results showed the development model of knowledge management future research in Islamic Azad University of Tehran province including causal conditions (software and hardware infrastructures, technical infrastructure of knowledge management and human infrastructure of information technology); Background environment or conditions (cultural platforms with a technological view of globalization of higher education, institutionalization of learning organizational culture, managers' belief in participation and collective wisdom and the establishment of meritocracy, foresight and the use of scientific tools for future research) intervening conditions (institutionalization) Social activity, the development of activities, feelings and informal interactions, the effect of political changes on university performance and international relations, the central category (effective methods of knowledge creation, knowledge sharing, knowledge application and knowledge storage), strategies. The transformation in the education system and the institutionalization of foresight in the university policy system) and the consequences (development of organizational awareness and productivity of human resources).

Based on the findings of the research, causal conditions had a significant effect on the central category, intervening factors and background conditions. A central category on strategies and results; Intervening factors on strategies; Background conditions on strategies and outcomes with strategies that include attention to conditions and requirements and self-awareness and responsibility were influenced by causal and background conditions and interactions and processes, management and policy-making factors, and mediating conditions. According to the opinions of the experts, it was found that causal conditions, i.e. organizational structure and information technology infrastructure, can affect the central category, i.e. effective methods of knowledge creation, knowledge sharing, knowledge application and knowledge storage. In other words, management factors for Formulation of policies and adoption of strategies should take into account the cultural and managerial dimensions as an organizational factor in order to take effective steps. Also, the model compiled in the current research had a suitable structure.

Introduction

In the late 20th century, scientists sought concrete evidence to apply in diagnosing and treating diseases and surgical interventions. Therefore, Evidence-Based Medicine (EBM) was proposed as a way to search, critically evaluate, and use research results in medical practice. Evidence-based medicine means the conscious, explicit, and wise use of the best evidence in the decision-making process to provide patient care services. Although evidence-based medicine seems to be the standard gold and its use is growing, in reality, it is still not widely used. In this regard, developed countries have been trying to close the gap between research and medical practice by using evidence-based medicine for years. For example, the American Institute of Medicine stated that many medical errors are due to practitioners' lack of knowledge about the best medical methods. It can be reduced to a large extent if they use a systematic search method to get the best evidence. In addition, recent studies have been done in Iran showed that evidence-based practice had received attention in various fields of medicine. Despite this, medical practitioners' awareness, attitude, and performance of evidence-based medicine were low resulted from a lack of facilities, time, and proficiency in English. However, since resident physicians play an essential role in teaching medical students and are crucial clinical decision-makers in teaching hospitals, their ability to use the evidence-based medicine has effectively reduced medical errors and improved clinical decisions. Therefore, the present study was designed to assess residents' attitudes and perceptions of using evidence-based medicine through self-declaration.

This research was an applied and descriptive-cross-sectional study. The study population consisted of all medical and dental residents studying at Ahvaz Jundishapur University of Medical Sciences in 2020. Two hundred and nine residents participated in the study by completing the questionnaire. Then data were collected through the census method, and sampling was not done. However, the unavailable residents were excluded from the study due to the outbreak of Covid-19 during data collection. The research instrument was a questionnaire with validity and reliability of 0.79 and 0.7, respectively. The questionnaire consisted of 4 parts, the first part of which included 13 questions regarding the level of familiarity of the residents with evidence-based medicine, the level of access to the Internet, and the resources used to update information. In the second and third parts of the questionnaire, questions were asked for self-assessment of the attitude and skill toward evidence-based medicine. In addition, the Likert scale was used to measure the responses. The questionnaires were distributed among the participants in face-to-face contact. A deadline of 7 days was considered to respond to the questionnaire. The participants' identification data were not collected due to protect privacy. Also, the obtained data were analyzed in SPSS version 21 using descriptive analysis, including frequency tables, mean and standard deviation, and analytic statistics.

The results showed that 54.5% of the respondents were male, and 45.5% were female, and the average age was 32.31 ± 4.246, with an alpha of 0.05. In addition, 42.1% of the participants passed at least a course in evidence-based medicine, and 65.5% were familiar with it. Also, most of them knew the PubMed database (89%), and their familiarity with the Bandolier (3.3%), Dare, and DOAJ (zero percent) databases were minimal. Moreover, the participants used printed books as the first and most important source of information (41.5%). According to 40% of the participants, lack of knowledge of using the sites was the most important reason for not using Internet-based information sources. Furthermore, 54.8% of the participants agreed that evidence-based medicine is a feasible method for the daily care of patients, and 52.9% of them stated that its everyday use could be helpful. Also, the results of the study indicated that the participants' attitude regarding their performance in evidence-based medicine about their skill in evaluating the quality of a clinical trial study with 7.7% was at the highest level.On the other hand, the lowest level of their skill was related to the best article selected from among several articles, with 3.3%. Even though evidence-based medicine is taught in many major universities around the world and is used in medical practices, the results of this study, which were in agreement with other studies, showed that only about half of the residents were familiar with it, or they passed a training related course. Besides, the results of this study showed that although evidence-based medicine was valuable and important from the participants' point of view, they were not using evidence-based databases as the primary source to get information. In this regard, several studies have also reported similar findings. A limitation of this study was the impossibility of participation all the residents due to the outbreak of COVID-19. Therefore, the researchers had to involve as many residents as were available. However, a positive point of this research was the study on residents from various medical and dental fields.

In general, the results showed moderate knowledge and skills in using evidence-based medicine databases among residents. Also, PubMed was a popular database among the residents. As related studies have suggested, although evidence-based medicine is part of the academic curriculum, to increase residents' knowledge and skill, therefore, it seems necessary to plan an educational program or workshop.

Today, the discussion of ethical behavior and ethical values are a prerequisite for management and all managers and employees of the organization and also they must respect these principles and manifest them in their behavior. Attention and emphasis on the observance of ethical principles and standards in the scientific and academic community provides the foundations for sustainable development. Today, promoting ethics in educational organizations is considered one of the important tasks in addition; all managers need to have special moral competencies and abilities that enable them to perform their duties in the best way. The purpose of this study was to identify and validate dimensions and components of ethical leadership among the managers of the departments of Mashhad University of Medical Sciences with a competency approach.

In terms of data collection, the current research was a mixed type of research (quantitative-qualitative). The qualitative part was based on semi-structured interviews while the quantitative part was based on the questionnaire tool (made by the researcher). In the qualitative part of the research, the data collection tools in the first stage included document library studies and in the second stage, using a semi-structured interview with the academic staff members of Mashhad University of Medical Sciences in the academic year 2019-2020. At first, using the information obtained from the interviews with the managers of the educational groups, information was collected and then coded. In order to collect information in the qualitative section, the results of semi-structured interviews were used. Sixteen academic staff members were selected through theoretical sampling method, then interview continued until theoretical saturation. In order to analyze the data obtained from the interview, the method of content analysis was used in the coding method which contained:  reading important findings related to the studied phenomenon, giving specific meanings to the extracted sentences classification of obtained concepts, referring to the main content and comparing the data , description of the studied phenomenon and finally returning them to the participants to check the reliability of the results, and then coding and extraction of categories were accomplished. In order to determine the reliability, a strategy such as reviewing the participants has been used in the quantitative section; the structure of the questionnaire was examined using confirmatory factor analysis. The final questionnaire was compiled with 85 items in the form of a 5-point Likert scale. Besides the sample size was determined using Cochran's formula. The questionnaire was distributed among 300 academic staff members of basic and clinical departments of Mashhad University of Medical Sciences by random sampling method, in addition, in order to evaluate the reliability, Cronbach's alpha coefficient and combined reliability indices were used. To determine the validity of the convergent validity questionnaire of index (AVE index) and convergent validity index (AVE index) and Smart PLS software were used too.

The results of the qualitative data analysis of the research showed that the three dimensions of moral competence with the components: moral knowledge, moral attitude, moral skill; and technical competence with the components: technical knowledge, technical attitude, technical skill; and ethical leadership behaviors with the components: moral growth , moral strengthening, were the most important aspects of  ethical leadership in educational managers of Mashhad University of Medical Sciences. The findings of the quantitative section displayed that the factor loadings related to all dimensions of ethical leadership with the competency approach had a favorable status. According to the results, the values of convergent and divergent credit indicators indicated the desirability of the variable credit of ethical leadership with a competency approach. In addition, the values of Cronbach's alpha coefficient and combined reliability pointed to the high accuracy of measuring the variable dimensions of ethical leadership, and in other words, the reliability of the instrument related to these dimensions. Cronbach alpha and combined reliability of four dimensions were higher than 0/70, while the convergent validity criterion for the four dimensions was upper than 0/50. According to the data obtained from the transverse load index, this measurement model had a suitable diagnostic validity, whereas according to the index (HTMT), this model received good diagnostic validity, and according to the index (CV Com) the model had the necessary quality.

According to the results of the research, managers had the characteristic of Ethical leadership, which provided moral guidance, moral growth, and moral strengthening through the power of authority resulting from moral competence, and specialized power resulting from technical competence. From the theoretical point of view, the present study showed that only ethical person and ethical manager were not sufficient to implement ethical leadership in the organization. Emphasis on ethical person and ethical manager had always been considered in previous researches but the current research showed that the ethical leader should be a professional person in addition to the above two characteristics. Also the current research presented that these three dimensions (moral competence, technical competence, ethical leadership behaviors) interacted and connected to each other. Accordingly, based on the interaction and connection among these three dimensions, it can be indicated that the ethical leader would be defined as an "ethical professional manager".

In this century, there is a need to new methods and tools of learning due to the development of technology and communication. Communication networks including internet along with advanced educational facilities have caused a transformation in educational methods and on the other hand have made education possible for students all over the world, far and near area, without necessity of face-to-face education. The novel educational learning identified as the virtual learning that has been one of the most advanced educational methods in the world. In this method, all the educational materials were transferred to student through multimedia contents. Therefore, blended or hybrid learning prepare opportunity to both methods of education either traditional or new virtual methods for students. Moreover, medical education should adapt along to the new educational methods due to its great role in human health.  Regarding the importance and status of teaching in higher education, the present study was conducted and targeted to design, imply and evaluate the blended learning courses in Zanjan University of Medial Sciences.

This was a quasi-experimental-interventional research. The total participations were 283 students in general medicine, dentistry, bachelor and masters of midwifery and nutritional sciences. All participants have proved informed consent. An inclusion criterion was the course selection in the recent semester. In addition, students who were absent for one or more sessions were excluded. At first, a call to organize virtual meetings was sent through the virtual education center of Zanjan University of Medical Sciences. Then, the goals and standards of electronic content preparation were fully explained to the professors who wanted to participate in the mentioned courses. According to the topics and the opinion of the professor, virtual sessions were determined in the number of four sessions in each lesson. While for every two virtual sessions, one face-to-face session was considered for teaching in a combined method. Then six sessions were also taught in a completely traditional education for the same students. And afterward, the educational level of the sessions in both traditional and combined methods was standardized by the respective professor. In order to produce electronic content, consultation with content production experts and software experts were done, and Storyline software version 5.3 was used to design and produce this educational content, too. In next step, package usage and virtual system were explained to the students in a brief session. To assess the learners' knowledge in two combined and the traditional sessions, a researcher-made questionnaire contained ten questions were designed in various levels of Bloom; next, the knowledge assessment test based on the curriculum was developed and approved by five expert professors of each field. The reliability of the tool was calculated by performing a retest on fifteen students from each group of students with a number of 0.84. Furthermore, students' attitudes to the combined compared to the traditional sessions were also assessed through a standard user satisfaction questionnaire; and attitude was carried out in the form of pre-test and post-test. The face and content validity of this questionnaire was also confirmed by ten professors. Its reliability was also determined through Cronbach's alpha method with an 89%. Moreover, this questionnaire contained thirty questions with two parts; the first part included three questions about the demographic characteristics of the participants, whereas the second part included 27 questions related to the motivation. The motivational questions in the questionnaire were designed based on the Likert scale; and in each of the questions, the answers were valued from 1 to 5 score.  The Kolmogorov–Smirnov test was also used to normality assessment. To the end, data were analyzed using SPSS software (V.19).

To achieve goals of this study, content retention rate, content transfer speed, and interactive content-produced were compared in the two educational methods. Constant access to the educational contents and interactivity resulted in students’ satisfaction; findings showed that more than 90% of students were satisfied with the combined courses and acknowledged that this educational method increases the retention of content. The average level of knowledge (8.6±0.45 vs. 3.34±0.78 p<0.001) and attitude (100±5.45 vs. 55.2±10.5, p<0.001) of students significantly increased in the combined courses post-test compared to the pre-test. Moreover, number of knowledge (8.6±0.45 vs. 4.32±0.89, p<0.001) and attitude (100.5±5.45 vs. 78.7±6.5, p=0.009) were significantly higher in the combined compared to traditional educational method post-test. The obtained data revealed that combined education was preferred by students and the durability of the content increased due to constant access to the produced content. In addition, the interactive nature of the produced content was added to its effectiveness. Results of the present study were in accordance with previous studies that the convenience and easy access to educational content through the computer have led to an increase in the learning ability of students. Moreover, face-to-face teaching in a classroom bring about the fatigue and the requirement to learn at a specific and predetermined time which can cause to the limitation of the learner in learning process. In a systematic review on sixteen studies, online continuing education illustrated similar effects to the traditional method and only in six studies the effect of virtual learning was higher. Another research showed that the learner has been considered a key person in distance education and her/ his attitude, diagnosis, and learning style are important variables in education, and also attitude is the most important factor in this process. This was the first comparative study on traditional and combined education in students of Zanjan University of Medical Sciences. Large sample size was one of the advantages, however participants were heterogeneous that was considered as a limitation; in addition, the present study was only designed for theoretical courses. Hence, it suggested that future studies should be carried out on practical-laboratory and clinical courses, taking into account the students' educational levels. Validity of the used tools and questionnaires must be also investigated in future studies.

This study showed that interactive combined education can be an effective way to increase knowledge and attitude in students.

Textbook compilation, as an integral part of ESP, plays a key role in meeting students’ needs and interests as well as realizing the objectives of an educational course plan. Compiling a textbook is often viewed as a daunting task by most university teachers who generally pick out a particular book from among a diverse array of available textbooks. However, the particularities of a given educational context have to be considered in order to be sure of introducing the proper textbook for a group of learners, and that has been resulted in textbook evaluation comes in, which was viewed as indispensable component of curriculum development. Textbooks published by SAMT publications have been often the first choice by most ESP teachers in Iran. However, the effectiveness of these textbooks have been seldom evaluated to inform future decisions regarding the choice of content. Thus, the present study aimed at critically evaluating the newly-developed EAP textbook for medical students published by SAMT.

To this end, nine academic staff members of Tabriz university of Medical Sciences, including five English professors and four medical professors were selected through purposive and convenenience sampling. The book under evaluation consisted of 12 units each of which comprised two reading passages along with the following subsections: check up, digest what you read, reading strategy, vocabulary shot, grammar injection, translation and self-ckeck. The evaluation tool drawn on was the checklist developed by Mahmoodi and Ahmadisafa which included three main components, namely descriptive, objective and content evaluation. The first two components of evaluation were carried out by English professors while the last component was done by medical professors. The validity of the checklist was established through qualitative method based on English experts’ opinions while the reliability was calculated by cronbach’s alpha. For the quantitative part of the research, the book and checklist were emailed to the evaluators who returned their evaluations within the specified time. As for the qualitative part, interviews were held with the participants to collect their answers regarding the open-ended questions of the checklist. The content of the interviews were analyzed qualitatively for each item, and the scores given to each item in the objective evaluation were brought into play.

The findings were based on the views of the participants who answered the questions asked through the checklist as well as the interview. The book under evaluation has improved in terms of layout and looked more inviting compared to its previous counterpart. Other distinguishing features of the book were found to be authentic texts, sufficient and coherent exercises. Utilizing novel methods of introducing new words in the book in order to better retention along with getting benefit from inductive teaching of grammar instead of deductive methods were among positive points regarding the new edition of the book (Hill, 2013). In addition, it seems that the authors were fully cognizant of the significance of avoiding national, religious, cultural, or gender bias. Originality of the texts and the coherence between the contents and the assignments was another advantage.However, despite the authors’ belief, the book is general in nature rather than special English due to the topics of reading comprehension texts and new vocabularies which are relatively close to the topics and words mostly observed in general English books. What is more, the topics are not much congruent with ministerial headings for medical ESP courses. Grading criteria of the book lessons could have been more sophisticated in a way that the final lessons enjoy a higher level language in comparison to the first ones (Ellis, 2012; Richards, 2015). As to language skills, today, ignoring listening, speaking, and writing skills together with pronunciation was outdated (Rajabi & Farahian, 2020) and far from theoretical considerations in the field of language teaching and learning. Thus, curriculum developers and authors would rather put a spotlight on the integration of skills. In a nutshell, despite having indisputable merits, this textbook seemed not to be suitable for the target course.

All in all, on the basis of the collective opinions of the experts the book was found to have been significantly improved compared to its predecessors, especially from the point of appearance, the diversity of exercise types and the way of the passages were presented. However, there were also shortcomings highlighted by both teacher groups. The medical teachers judged the texts as too general and remarked that the book failed to fully meet their expections with respect to tapping specialized vocabulary and knowledge. The English experts, on the other hand, criticized the book as too reading based, still falling short of accommodating the other language skills. It is hoped that, the finidings of the present research will be considered in compiling future ESP books tailored to students’ needs, and better meeting today’s requirements.

Introduction

Curriculum consultation is a new topic that has been formed based on educational engineering in the field of curriculum studies. The purpose of this research motivated to investigate the necessity of designing a curriculum consultation educational package with a brain training approach. This approach emphasizing the brain and its operation and linking it with learning processes has brought new topics into the educational fields. Consulting services have been an important place in line with the complexities of modern life and the specialization of many jobs today. Researchers have always emphasized the need for counseling services, especially for students from various psychological, academic and occupational aspects, and confirmed its effectiveness. Curriculum consulting has been associated to jobs such as educational planning specialist, educational manager and consultant, learning consultant and educational consultant. However, there are many ambiguities regarding academic counseling and curriculum counseling. It should be noted that the audience of curriculum consultation are primarily learners, trainers and teachers that these two may have similarities in terms of goals, but they have different levels of activity and scope of activity (Rudi, 2017). The ultimate goal of counseling is to achieve academic success upon knowing and solving the students' problems; by creating motivation and interest, the counselors will make them work better; and by knowing the students' talent and interest and guiding them to favorite field cause to prevent their academic failure; and in other hand, lead to increase the self-efficacy of students in doing their activities which ultimately result in the growth and prosperity of society.

The method of this qualitative research was content analysis and comparative categorization system. Qualitative research has been considered a broad, deep and meaningful and even non-instrumental approach to problems, behavior and findings. The field of research in this study included all the books and resources written about lesson planning counseling with the brain training approach that all relevant articles and books available from 2010 to 2019 were used as sample. And also the method of scanning the printed and digital books and resources available in the library, databases, magazines and electronic books were used to collect information. The method of data analysis in this research was the use of a comparative categorization system along wih subjected coding method, which used the paragraph analysis unit and was carried out in three stages: the first stage of coding was to convert data and phenomena into concepts; for this purpose, separate data were "crossed". Then phrases were categorized based on semantic units so that comments and "concepts" (codes) were attached to them. Accordingly, the important sentences related to the research question were extracted and placed in the table, and then detailed concepts were extracted and coded from the text. In next step, these codes were categorized based on the phenomena discovered in the data that were directly related to the current research. The obtained categories were re-linked to codes that were more abstract than the codes of the first stage. Codes clearly represented the content of the category and above all helped to remember the reference of the category. To find the proper title and name for the codes, the works and literature of educational sciences and counseling were used. The second stage of central coding was that categories obtained from open coding were refined and separated, and then those that seemed to be used more than other categories in the next stages were selected and the common concepts were set in one group. Basically, axial coding involves the process of relating more basic categories. This action includes a complex process of inductive and analogical thinking that was carried out in several stages. The third stage was selective codingthat means axial coding continued at a more abstract level and each category was labeled. According to the fact that this study was intended to examine the needs of designing a curriculum consulting training package with a brain training approach, firstly, the relevent population were divided into 4 sections including curriculum designers and implementers (at the macro and micro level: designers at the level of  the Ministry and General Departments of Education, educational directors and assistants, teachers), academic and psychological counselors of schools, learners and parents, while the requirements were prepared separately for these 4 departments.

After the coding process, 16 main categories were extracted regarding the necessity of designing a curriculum consultation educational package along with a brain training approach in the department of curriculum designers and implementers. Designers and implementers of curricula at the macro and micro levels included designers at the level of the ministry and the general administrations of education, educational managers and assistants, teachers. The main categories contained curriculum elements, educational system issues, brain-based education, curriculum reform, curriculum goals, school coordinators and provincial and national executives, educational outputs, financial and welfare facilities, curriculum planning process, curriculum planning courses, participation in curriculum planning, facilitating the implementation of curriculum, teaching skills, classroom management practices, school coordinator and parents. After the coding process, 10 main categories were extracted regarding the necessity of designing a curriculum consultation educational package with application of a brain training approach in the educational and psychological counselors department of schools. The main categories consisted of the core of curriculum consultants in education and training, consulting skills, the network of curriculum consultants in schools for teachers and for guidance teachers, academic guidance, brain-based education, the activation of curriculum planning committees, program consultation as a lesson for students and a lesson plan to a principal. After the coding process, 5 main categories were extracted regarding the necessity of designing a curriculum consultation educational package with a brain training approach in the learners' section. Hence, main categories were curriculum elements, brain-based education, curriculum planning process, individual counseling, and communication skills. After the coding process, 7 main categories were extracted regarding the necessity of designing the educational package of curriculum consultation with the approach of brain training in the parent department that the main categories were considered as curricula, school functions, educational processes, curriculum consultants, school goals, subject familiarity, and communication skills.

The overall conclusion of the research provided some evidences as strengthening and implementing the educational package of curriculum consultation with the brain training approach that may result in helping schools in various fields of study and learning processes.

The overall purpose of this study is to identify the dimensions and components of good governance in macro medical universities in region one. This applied study was conducted with a qualitative and quantitative approach. In the qualitative section, the statistical population consisted of 14 people who were selected by purposive sampling method based on the saturation law. Classified according to Cochran's formula were selected as the sample. A researcher-made good governance questionnaire with 64 questions in 8 dimensions was used to collect data. The validity and reliability of the instruments were confirmed by the supervisors and consultants and the combined reliability and Cronbach's alpha were calculated higher than 0.7. Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. The results showed that good governance has 8 dimensions of university internationalization, accountability, university perspective, academic freedom, teamwork, foresight, transparency and university structure, the most important dimension of which was university internationalization.

The aim of this study was to determine the effectiveness of positive, mindfulness and cognitive-behavioral mindfulness therapy on rumination and psychological well-being of depressed students in the Rehabilitation Faculty of Jundishapur University. The quasi-experimental design was pre-test-post-test and follow-up and in a three-group randomized controlled trial (two experimental groups and one control group). From the statistical population of all undergraduate students in the Faculty of Rehabilitation, Jundishapur University of Shahr-e Ahvaz (1300-1499), 30 depressed students were selected by available sampling method and randomly divided into two experimental groups during 12 group sessions (under positive mindfulness treatment program). N = 10 axis and underwent cognitive-behavioral therapy program (n = 10) and control group (n = 10). The Ruminant Questionnaire (RRS), Nolen-Hoxma and Marlowe (1991) and the Reef Psychological Well-Being Questionnaire (2008) were administered to them. The results of repeated measures analysis of variance showed that both treatment groups had a significant effect on the improvement of rumination and psychological well-being (p <0.01). Positive mindfulness and cognitive-behavioral mind therapy is an effective way to reduce rumination and increase psychological well-being in the treatment of people with depression.

Many organizations, in an effort to use their human resources entirely, ignore the way of thinking that managers should make decisions and employees should accept and implement them without asking, but imply encouraged self-management. Drucker referred to the 21st century as the challenge of self-management. Self-management means increasing confidence in the intellectual capacities and creative power of employees, but not their physical works. Therefore, the necessity of research about employees who has self-management ability resulted in a new principle as human resource empowerment. Today, empowerment is one of the tools of managers in innovation and decentralization in organizations. Empowerment is the belief that individuals' skills and knowledge improve and act upon. The present study aimed to identify the dimensions and barriers to faculty empowerment with the approach of increasing research self-development skills to improve the quality of graduate theses and dissertations.

This research, in terms of applied purpose, has been done as a documentary study using Sandelowski & Barroso (2006) weekly steps. Sample selection was prepared using the criteria for acceptance and non-acceptance of the Critical Assessment Skills Program (CASP). To achieve the purpose of the study, a regular and extensive review of research background was conducted. For this purpose, the databases of Google Scholar, Eric, Science Direct, Megairan, Civilica, Jihad Daneshgahi, Irandak, Alamnet and Noor databases were investigated. In this regard, by reviewing scientific studies conducted in this field between 2020 and 2021, 325 documents were identified that 37 documents were purposefully selected as a research sample and analyzed. Documents related to scientific studies were described in the research context in the form of deductive concepts and themes in the form of documentary study methods.

Findings showed that the dimensions of empowerment included self-efficacy, effectiveness, meaningfulness and trust. Empowerment barriers also consisted of structural barriers, environmental barriers, behavioral barriers, and managerial barriers.

Among the dimensions of empowerment of faculty members, the dimension of meaningfulness received more attention from researchers, which indicated that faculty members pursue important and valuable goals, and on the contrary, the dimension of trust has received less attention from researchers. Also, researchers reported significant relationships between job enrichment and empowerment. Conversely, between performance-based reward and empowerment, and also between role modeling and empowerment, the researchers came to the conclusion that there was no significant relationship, and in fact, these two categories of dimensions in the studied society did not show a significant relationship with empowerment. Also, the variables of job enrichment and participatory management affect the empowerment variable. The results of researches implied that among the dimensions of empowerment of faculty members, two dimensions of meaningfulness have received more attention from researchers, and the dimensions of self-efficacy and autonomy have been placed in the next ranks. On the other hand, the trust dimension was ranked the lowest compared to other dimensions. Perhaps it can be interpreted that the members of the academic faculty of the university valued their purpose or career goals, and the university lecturers implied their mental and psychological strength in their activities; including research and teaching, and also had a sense of personal importance. The activities they perform were important in their value system and they considered a sense of purpose and mission for themselves, besides only obtaining rights and benefits seem did not create a sense of meaning in them, but there were more fundamental personal and humane ideals and standards for them, which with their activities were connected and made the faculty members more stable in the face of shortcomings. As a result, it made them examine the general situations and educational issues with new initiative and thinking, and in addition to helping the students and their academic progress. They aroused the religious spirit and national identity to preserve them in the students; and also caused fundamental research and the combination of knowledge; and provided its practice and application. Since the dimensions of self-efficacy and autonomy were also in the next ranks, it can be stated that the university faculty members were aware of their abilities and skills and believed that they can perform their duties and responsibilities successfully and had the right to choose in implementation, and systematize their related activities. On the other hand, the low level of trust was investigated from two perspectives. First, the university lecturers did not feel the necessary and sufficient trust and security towards the behavior of others (teachers or other colleagues) and they thought that they were not treated fairly and equally and that other members hindered their growth and progress. In fact, the university provided a trusting environment. Second, the faculty members did not believe in the dimension of trust, that they did not accept trust, which caused practical success, favorable atmosphere, participation in decision-making, etc. They did not believed in as Bugler (2004) Saied the empowerment to be effective, so it needs to be reliable to be effective which unfortunately according to the results of this research, this dimension was considered little importance among university faculty members. Since there was no research question like the researched question in similar studies, consequently it cannot be said which of the researches were consistent or not.

The purpose of this study was to investigate virtual education to promote students' ; the present study is based on the purpose of the type-fundamental type and based on the type of data collected from the type of designs. The statistical society in the qualitative sector includes all the experts and experts professed in the field of research in the field of higher education. To determine the samples and identify experts. The statistical population in a quantitative section includes students of Islamic Azad universities in Tehran province. To determine the sample, a randomized cluster sampling method was used and the sample size was determined using structural equation method. To collect data, two documents and field methods (exploratory interviews and researcher-made questionnaires). Validity and reliability of the tools were measured and approved. The data analysis method in the qualitative section of theoretical coding was based on the theorizing method of data base. In a quantitative section, data analysis was performed in descriptive and inferential statistics (structural equation modeling, confirmatory factor analysis and structural analysis using SmartPLS2 software. The results of factor analysis show that among indicators (indicators) Existing, 9 main dimensions are identified in the form of axial phenomenon. Based the background of these dimensions, the intention of use, utility, efficiency and effectiveness, the role professors and students, the necessary infrastructure, the culture of virtual education, intention Continued use, ease of education and learning and reduced educational costs. The results showed that the conceptual model of research has a good fit

Today's organizations are characterized by dynamism and complexity, ambiguity and tradition avoidance, which are always influenced by their surroundings, and have accepted these changes as an inevitable necessity. Predicting changes with relatively reasonable accuracy will be difficult. With the understanding that change has become an integral part and the essence of organizations of the third millennium, the power of adaptation and adaptation to recent developments in various economic and social fields increases. In order to overcome uncertain, complex and dynamic conditions, the only way facing managers is to empower the organization and employees through knowledge and skills that quickly become obsolete. In this study, we have shown what are the obstacles facing the empowerment of human resources of the university and what effect they have on the provision of services in the university. Today, universities have complex and interconnected social, cultural, educational and research roles. Due to the continuous changes and complications that the world is constantly facing; Political and social systems, and especially the higher education system, have been exposed to the criticism of the strong-minded society more than other systems.Universities, as the most important institutions of education and weak will, are responsible for providing necessary training to science applicants, training the specialized human resources needed by the country, creating and producing new knowledge, and advancing the frontiers of science and knowledge. Today, at the international level, the duties and missions of universities have increased. Therefore, the purpose of this research is to provide a model to evaluate the professional capabilities of non-academic members of free universities in Tehran province.

The research method is a combination of qualitative and quantitative. The studied population includes all non-academic employees of Tehran province (3069 people) who were employed in university units in 1401. According to Morgan's table, 345 people were selected from the mentioned society. To prevent the possible drop in the sample size, 450 people were considered. A random sampling method was used to select the sample. For this purpose, 6 universities in the province were selected. The research tool includes a researcher-made questionnaire that includes 9 components. These components and their subsets were made in the form of a questionnaire; After collecting data using factor analysis and regression, Cronbach's alpha coefficient was calculated as 0.834 for its reliability.

The findings from the first sub-question of the research show that 55 indicators for human resource empowerment in Islamic Azad University were identified through exploratory factor analysis, factor extraction method, principal component analysis and all indicators that have values Their extracted commonality was greater than 0.5, they were identified, also 9 components, after explaining the total variance remained in the analysis, and these factors explain almost 72 percent of the variance of the indicators of non-faculty human resource empowerment components in Islamic Azad University. they do.The findings of the second sub-question of the research: showed that according to the t calculated for each of the dimensions of empowerment including meaningfulness (9.525), sense of competence (8.408), right to choose (5.016), Effectiveness (3.209), participation (7.649), at the confidence level of 0.95, the null hypothesis that H0:M=3 and the counter hypothesis H1:M≠3 have a significant effect. According to the obtained findings, according to the positivity of the average difference (indicating that the average is more than 3), it can be concluded that the state of the identified dimensions of human resources empowerment in the Islamic Azad University is in a satisfactory state.The findings of the third sub-question of the research show that according to the t calculated for the employee evaluation variable (39/542), at the confidence level of 0.95 the null hypothesis that H0:M=3 and the counter hypothesis H1:M≠ 3 has a significant effect. Therefore, according to the current situation, all variables are at a favorable level due to the positive average difference. It is worth mentioning that in the variable of employee evaluation, only the component of significance with calculated t is 44.093 with calculated t (2.601) at the confidence level of 95/95. 0 has significant values more than 5 hundredths, which can be concluded, the average for this component is not much different from the number 3 (test value) and for this case, the null hypothesis is confirmed and the status of this component in the studied society is not at a favorable level.The findings of the fourth sub-question of the research: It showed that based on the confirmatory factor analysis, there is a significant effect between each component and each variable. Because based on the calculations, the factor loading of all components is more than 0.4 and is within acceptable limits. Also, considering that all values of the t statistic of the routes are greater than 2.58. Therefore, the evaluation variable is calculated with t (15.79) and the path coefficient is (0.91). have a significant effect on the employee empowerment variable in Islamic Azad University.The findings of the fifth sub-question of the research: based on the obtained model fit indices (chi-square divided by the degree of freedom) with a value of (2.34), the mean root of the estimation error with a value of (0.045), adjusted fit with a value of (98.98) 0) and... it can be said that the model of this research has a good fit and the model estimated in the sample based on the observations corresponds to the expected model in the society. Undoubtedly, in order to realize the output of the model, which is to create the necessary opportunities to achieve the empowerment of employees, it is necessary to emphasize the dimensions, components and indicators of the model.Therefore, the findings of the research show that out of 53 sub-components related to the main components, 36 indicators have a significant correlation with all 9 components in question.

The path analysis showed that the proposed model of 3 important factors including the stages of implementing the framework is meaningful (0.90), having the right to choose (0.92), being effective (0.92), and the competence component in the job (0.83) in increasing the abilities of speech Non-faculty human resources play a negative role.

In the beginning of this century, the provision of education based on talents was the attention of experts, and from the second half of this century, the slogan of educational justice was raised. In recent years, educational justice has been the focus of education experts (Sango et al. 2011). Universities are among the organizations where the issue of justice has always been a challenge. Focusing on the issue of justice throughout history shows that humans have an innate desire for justice, and for this reason, there has always been an effort to implement it. This issue has been at the forefront of many government policies. Justice in all fields, especially in the field of education, can be planned and investigated as one of the important indicators of comprehensive development and survival of natural and social systems. Establishing educational justice is one of the most important and key goals in educational systems around the world. Because education is the most important capital that is available to the public and is the basis of all developments in society. Educational justice is one of the most fundamental dimensions of justice and the progress of society depends on its realization. Educational justice can transform education in all areas and provide the basis for the emergence of talents and abilities at the macro level. This study was conducted with the aim of explaining the model of educational justice in universities of medical sciences using grounded theory study.

The current research is a grounded theory study that was conducted in 2014-2016. The participants were 17 faculty members and postgraduate students of medical sciences universities, and sampling was done based on the goal and until data saturation was reached. Data collection was by interview method. All interviews were recorded, handwritten and then analyzed line by line. Extracted codes and data analysis were done with the method of Strauss and Corbin 1998. The research participants included 8 men and 9 women.In this study, after explaining the objectives of the research, the researcher took informed consent from each participant to participate in the study and record the interview and explained that the participants have the right to withdraw from the interview at any stage.

The participants in this study included 17 people, including 8 men and 9 women. The average age of the participants was 48 years. Some participants considered educational justice to be equal to the equality of educational opportunities in universities and believed that there should be equality between all students in various matters in the university. Educational justice among students in universities of medical sciences included 4 main categories of justice in creating educational opportunities, standard and correct evaluation, responsive education and discrimination. In total, 11 sub-classes were extracted from the above 4 classes. Justice was identified as a central concept in creating educational opportunities. Identifying how medical sciences university’s deal with the category of educational justice can be effective in distributing educational justice among students in different universities, and as a result, it provides the basis for the emergence of talents and abilities. Provide students at the macro level.

The purpose of this study was to explain educational justice among students of medical sciences universities. The results of data analysis showed that educational justice in universities of medical sciences includes justice in creating educational opportunities, correct and standard evaluation, responsive education and discrimination. In educational environments, especially universities, the existence of fair conditions and the observance of educational justice can be effective in the morale and academic performance of students (Yemeni et al. 2016). The results of studies have shown that there is a negative and significant relationship between educational justice and different dimensions of students' academic burnout, emotional exhaustion, academic apathy and academic inefficiency (Marzooghi et al. 2012). Improving the state of educational justice can be associated with reducing the academic burnout of students. In educational environments, especially universities, the existence of fair conditions and compliance with the principles and rules of justice lead to the transfer of a sense of value to students. In addition to this, the perception of the existence of justice removes the doubts and concerns of people regarding the violation of their rights and freedom (Berkovic 2014). Also, considering the relationship between justice and commitment, it can be stated that if there is a low perception of justice among students, they will lose their commitment as a student in acquiring knowledge and becoming a professional. The perception of injustice in the educational environment leads to the tendency to misbehavior, aggression and also reduce the motivation to study in students (Ferlin et al. 2015).The results of data analysis showed that educational justice in universities of medical sciences includes justice in creating educational opportunities, correct and standard evaluation, responsive education and discrimination.