فصلنامه توسعه ی آموزش جندی شاپور
سال سیزدهم شماره 3 (پیاپی 44، پاییز 1401)

Clinical education plays a major role in shaping the professional abilities of learners. In order to achieve the desired clinical education, it is necessary to perform continuous evaluation and monitoring. In this study, the views of medical students of Qazvin University of Medical Sciences (QUMS) regarding the educational atmosphere of the medical school in 2019-2020 were evaluated.
The present study is a descriptive epidemiological study and medical students of QUMS in 4 levels of basic sciences, physiopathology, stager, and intern participated in this survey. The instrument used was the DREEM questionnaire based on a five-point Likert scale that contains 50 questions with a total score of 200. The collected data were analyzed in SPSS 25 using T-test and ANOVA.
The total mean score of the educational space of 168 students surveyed was 96.02±22.68, which was in a semi-optimal condition. There was no significant difference in the score of general space and the score of subgroups governing educational environments by gender (P>0.05). But the mean score of physiopathology students' perceptions, of learning (p=0.001) teaching (p=0.002) educational atmosphere (p=0.005), and academic self-perceptions (p=0.015) were significantly higher from other levels of learners. The lowest score belongs to the internship level (student’s perceptions of learning, teaching, and social self-perceptions).
This study showed that the educational atmosphere at QUMS is in a partially favorable condition and interns have a more negative understanding of the learning environment and professors, hence needs further investigation.
 
Perceptions of medical students in different phases about educational environment: Qazvin University of Medical Sciences
The researchers showed that the educational atmosphere is one of the important components in students' learning (El Mahai Moeed-2013). The educational atmosphere is more related to how the curriculum is implemented, the teachers' attitude towards learning, the behavioral and organizational culture of the educational institution, and the student's view of the learning environment (Atapatu, Kumari et al. 2016). An appropriate educational environment creates opportunities for effective learning (Ikeda, Kubta et al. 2019). The DREEM model has been proposed to measure the educational atmosphere (Bakhshi Aliabad et al. 2019) is designed independently of cultural contexts and provides a comparison between different courses (Farough, Rahman et al. 2018). This study was conducted on the medical students of Qazvin University of Medical Sciences (QUMS) using the DREEM questionnaire. The results of this study can help teachers and managers enhance the learning experiences of medical students (Whittle, SR 2018).
This cross-sectional study was conducted on 168 medical students in QUMS in 2019-2020 after being approved by the Ethics Committee of QUMS (ethics code IR.QUMS.REC.1397.414). Sampling was based on the census. The DREEM questionnaire was used. Students at the end of the semester of internship, physiopathology, and basic sciences were questioned. This questionnaire contains demographic information and 50 questions in five areas of learning, teachers, students' academic self-perception, educational atmosphere, and student's social self-perception.
Questionnaire scoring is based on a five-item Likert scale. The items are scored as follows: (4) strongly agree, (3) agree, (2) unsure, (1) disagree and (0) strongly disagree. However, 9 items out of the total of 50 items are negative expressions and their scores were calculated in reverse. The overall score is classified into four categories: unfavorable (0 to 50), relatively favorable (51 to 100), favorable (101 to 150) and completely favorable (151 to 200). The statistical tests used include analysis of variance and t-test. Also, the standardized score of 100 was also calculated. The data were analyzed using SPSS v25. Ethical considerations such as completing the informed consent form, voluntary participation, explaining the research objectives, and ensuring the confidentiality of information were observed.
The mean DREEM score was calculated as 96.02±22.68, which is in a relatively favorable range. Based on the standardized score of the five areas, the highest score was related to their academic self-perception (54.56). The educational atmosphere with 49.64 and the learning environment with 36.95 has the lowest grade.
There was no difference between the mean DREEM score of the two genders in total and the 5 sub-areas of educational environments.
The mean scores of physiopathology students in the learning environment (p=0.001), teachers (p=0.002), and their academic self-perception (p=0.015) and educational atmosphere (p=0.005) were significantly higher than the students of other levels (table 3). From the students' point of view, the course of physiopathology is practical, and the course of basic sciences is impractical. Also, this desirable result is most likely due to the appropriate timing of this course. In QUMS, the course of physiopathology has been offered in an integrated form, but in the apprenticeship period, the theory classrooms are not coordinated with the schedule of the related clinical departments.
The lowest score belongs to the internship level (learning environment, teachers, and social self-perception). This result is similar to Peretti et al.'s study (Pai, Menzes et al. 2014). High work pressure, resident-oriented training in some clinical departments (Ikeda, Kubta et al. 2019), the inappropriate feedback especially in the morning report of some educational groups causes interns to feel that their personality is not respected. In fact, the clinical environment is not suitable for effective learning unless it is well-planned and organized (Demirren, Peleglu et al. 2008). Students' perception of clinical teachers can indicate that these teachers still do not use comprehensive methods. Internship students have the most negative impression of teachers. Active participation of students, accountability, effective supervision, and giving positive feedback are vital (Khorsandi and Khosravi 2002). The lowest score in the subcategory of students' understanding of social self-perception was related to internship level due to stresses related to bedside activities and worries about the future of employment. It seems that there is no good support system for stressed learners.
One of the limitations of this study was regarding physiopathology students. The collection of information for this group coincided with COVID-19 restrictions, and as a result, the questionnaire was completed online. Also, due to the cross-sectional nature of the study, generalization of the results should be done with caution.
The result of the study showed that the educational atmosphere is partially favorable. Among possible changes that may be useful are periodic surveys of students and accurate evaluation of their results, holding workshops on medical ethics and how to provide correct educational feedback to students for teachers, careful monitoring of teachers students' feedback, and creating support systems for students. Also, hidden curriculum effects may be important in explaining the relatively low DREEM scores of internship students. It is necessary to continuously monitor the learning environment. It is also recommended to use student-centered learning-teaching methods, more interaction between students and teachers, and psychological support for students in order to reduce their anxiety and stress and improve their social self-perception.

Porpose: The purpose of the current research is to identify the main effective and influential indicators of the constructive interaction model of knowledge-creating centers of universities and industry in Iran. This research is applied in terms of purpose and in terms of the method of collecting descriptive survey data with structural interpretation approach (ISM). The statistical population included all managers, experts in the field of industry and university relations, and academic specialists. The participants of the present study were 12 managers, policy makers and academic experts in the field of industry-university interaction, who were purposefully invited to participate in this research. The questionnaire collection tool was made by the researcher and the data collection method in this section was also based on completing regulatory questionnaires whose questions were presented in the form of answer packets. The results of the research showed that 25 factors have an effect on the constructive interaction of knowledge-creating centers of universities and industry in Iran. Based on this, the only criteria of "guaranteeing sustainable development" are independent criteria. These variables have low dependence and high influence, in other words, high influence and low influence are the characteristics of these variables. The rest of the criteria are of the interface type, these variables have high dependence and high guiding power, in other words, the effectiveness and effectiveness of these criteria is very high, and any small change on these variables causes fundamental changes in the system. The levels obtained in the ISM model have shown that the two indicators of "business growth and guaranteeing sustainable development" are at the first level and as "outcome indicators" of the model, which is the special attention of industry officials and policy makers. And demands the university and related institutions to these standards.Identifying the main influential indicators of the model of constructive interaction of knowledge-creating centers of universities and industry in Iran The aim of the current research is to identify the main influential indicators of the constructive interaction pattern of knowledge-creating centers of universities and industry in Iran. This research is applied in terms of its purpose and in terms of the method of collecting descriptive data, a survey with a structural interpretive approach (ISM). The statistical population included all managers, experts in the field of industry and university relations, and academic specialists. The participants of the present study were 12 managers, policy makers and academic experts in the field of industry-university interaction, who were purposefully invited to participate in this research. The questionnaire collection tool was made by the researcher and the data collection method in this section was also based on completing regulatory questionnaires whose questions were presented in the form of answer packets.The results of the research showed that 25 factors have an effect on the constructive interaction of knowledge-creating centers of universities and industry in Iran. Based on this, the only criteria of "guaranteeing sustainable development" are independent criteria. These variables have low dependence and high influence, in other words, high influence and low influence are the characteristics of these variables. The rest of the criteria are of the interface type, these variables have high dependence and high guiding power, in other words, the effectiveness and effectiveness of these criteria is very high, and any small change on these variables causes fundamental changes in the system. The ideals and objectives of research and research of any country are a function of the ideals and objectives of the society in which the research is carried out. Therefore, since research has a high position in our value system, the structure of its research system is also of special importance. The need for a correct and logical relationship between industries and universities is agreed by all experts, and industries need an unbreakable relationship with universities and research centers to increase efficiency. Today, it is necessary to create a link between the industry and the university that can facilitate the transfer of the achievements and production concepts of the university to the industry, and on the other hand, it is necessary to transfer the needs and problems of the industry to the university in order to find solutions or meet the needs in a systematic way. In any industry, reducing production costs and thus increasing profits and maintaining the global sales market is a main goal. Achieving this goal only by conducting research, which means using human intelligence to solve problems and innovations, is the main pillar for industrial progress. Universities and research centers, as the center of thinking minds of a society, are the natural place of research in any society. These centers are able to deeply examine issues and problems and provide solutions by using scientific methods and by means of their capable human resources. Conducting research and education in the fields of sustainable development can ultimately lead to a more sustainable society. Although there are some good developments in the implementation of sustainable development, few of them have been applied in integrated ways. In fact, by emphasizing the increasing role of knowledge-creating centers of higher education institutions in the society as well as the processes of sustainable development, researchers consider the mission of universities beyond the role of training new technicians and leaders. Studies confirm that two percent of the world's population participates in higher education, but more than 80 percent of decision makers in industry, society, and politics are graduates of universities and research institutes affiliated with it. Institutions of higher education can be considered as a small city that, due to their actions, have a great impact on their environment by interacting with the environment inside and outside the university. The mission of knowledge-creating centers is to cultivate citizens who are able to think, analyze and criticize the surrounding reality, are able to perform dynamic citizenship and mutual respect, and can learn continuously. The mission of universities today goes beyond the role of training new technicians and leaders. Paying attention to integrity, justice, respect, flexibility to create human well-being, reducing the negative effects of society for future generations, protecting and well-being of humans, and restoring ecological systems are among the duties of centers and knowledge-creating institutions. The university considers itself responsible for improving environmental performance such as teaching, research, engagement, operations and leadership; Also, the university needs to influence the environment outside its boundaries and pay attention to social justice. With this description in this study, the knowledge-creating centers of the university can be divided into departments including "innovation centers, accelerators, entrepreneurship centers, growth centers, technology cores, science and technology parks, centers and scientific associations. and research" introduced. The aim of the present research is a survey with a structural interpretive approach (ISM) in terms of practical purpose and in terms of the method of collecting descriptive data. The statistical population related to this department was determined based on the subject of the research, the ability of people to respond and their potential and actual role in the constructive interaction of the knowledge-creating centers of the university and industry, all managers, experts in the field of industry-university relations, and academic specialists. The participants of the present study were 12 managers, policy makers and academic experts in the field of industry-university interaction, who were purposefully invited to participate in this research. In this research, the purposeful sampling method was used. In such a way that the closed-ended questionnaire in the form of a matrix was provided to industry and university experts. The criterion of expertise at this stage will be the legitimacy of the expert. In fact, the method of data collection in this section will be based on completing regulatory questionnaires, whose questions are presented in the form of answer packets, so that the speed and ease of answering is desired. After identifying the underlying indicators of the constructive interaction model of the knowledge-creating centers of the university and industry, an nxn square matrix of the existing indicators was designed. This matrix is actually the same as the ISM questionnaire. The levels obtained in the ISM model have shown that the two indicators of "business growth and guaranteeing sustainable development" are at the first level and as "result indicators" of the model, which is the special attention of officials and policy makers of industry and universities. It requires related devices to these standards. In the second level, there are factors such as innovative and entrepreneurial growth, growth factors, types of financial support, providing legal services, communication factors, and interlopers within the industry system, collaborative interlopers, and factors related to knowledge centers and environmental necessity factors. Agents will play a role as enabling agents in this constructive interaction. In the third level, the driving factors of this constructive interaction include factors such as political factors, reforming university educational programs, definition of joint projects with industry, strengthening of intermediary institutions and joint chapters, alignment of knowledge-creating centers in relation to surrounding industries, creation of market environments based on Innovation, government measures, culture building, architecture of constructive interaction, political strategies, knowledge-based strategies, system of interactive elements, transformational-developmental strategies, maintaining the agency of knowledge-creating centers of universities and industry. Paying attention to these indicators are suggested as necessary and effective conditions for the realization of constructive interaction between university and industry knowledge-creating centers. In the following, the results of Mick Mack analysis showed that no indicators were observed in the autonomous variables section. This problem indicates that all the indicators used in this article play an important role in the formation of interaction between the knowledge-creating centers of the university and industry. On the other hand, the above achievement means that all the criteria of the model are functional, that is, there is no criterion that does not affect this constructive interaction among the selected criteria in the model. In the link variables section, indicators such as "business growth, growth factors, interlopers within the industry system, innovative and entrepreneurial growth, types of financial support, communication factors, maintaining the agency of academic centers of universities and industry, interaction architecture Constructive, culture-building, reforming university educational programs, system of interactive elements, alignment of knowledge-creating centers in relation to surrounding industries, architecture of constructive interaction and government measures. These indicators are included in the category of the most key indicators, because they have both high influencing power and influencing power. According to the studies and rules of structural interpretive modeling, the aforementioned indicators are unstable, because any small incident on their part can affect the performance of other indicators or even themselves. These criteria form the core of the constructive interaction between science and industry knowledge centers. In the independent variables section, only the index of "guaranteeing sustainable development" was found. The indicators that were included in the category of independent indicators can be classified as the most important indicators of the constructive interaction of academic centers of the university and industry. It seems that the policy makers and leaders of this interaction should take basic steps in achieving the mentioned factors, in order to achieve this constructive interaction, because this indicator has a high power in influencing other indicators.

The main goal of this article is to design a framework for improving the use of land use planning in the development of scientific-applied education.
The research method is mixed (qualitative-quantitative). In order to conduct this research, in addition to document study, thematic analysis technique was used to identify the effective factors on the application of land use planning in the development of scientific-applied education. The statistical managers and experts of the University of Applied Sciences and faculty members and employees of the Ministry of Science until the theoretical saturation of 23 interviews. Semi-structured interviews were conducted with experts in 1400 in the form of basic, organizing, and inclusive themes, and to determine the current state of the dimensions, a sample T-Tech, and structural equation method was used to design the desired framework. According to semi-structured interviews, 5 dimensions and 21 components were extracted.
In the end, the land development planning questionnaire with 35 indicators was designed by a researcher and was implemented on 326 managers and experts of the University of Applied Sciences in order to examine the current situation and provide a framework. The coefficients obtained from the analysis of structural equations showed that the social factors of planning with a coefficient of 0.745 have the greatest effect and local and regional factors have the least effect with a coefficient of 0.356.
The educational system is known as an important tool in the all-round growth and development of the country.
 
Designing a Framework for Improving the Application of Land Management Planning in the Development of Scientific-Applied Education
The most important factor that has caused fundamental changes in the functions of higher education is the category of demand for education, which is the result of the sum of people's demands for education. In fact, the category of social demand for education is raised in the framework of the demand to enter universities and higher education institutions, which has caused major changes in educational policies. In the last century, universities and higher education centers as an organization have played an important role in national development. In the same way, the social responsibility of the university in the last few decades due to the growth of the number of students and its popularization and the rising level of expectation of the university in the society has been noticed by the educational planners and the higher education system has a series of activities and career and professional programs in the university community. have expanded Therefore, one of the most influential organizations today are universities and higher education centers, and their role has evolved from a single role and a single institution to a multi-role and multi-institutional one, i.e. educational, research, service and professional development. On the one hand, one of the important differences between sustainable development and other forms of development is the attention to human resources and emphasizes and pays attention to the needs of today's and future generations. One of the most important tools of human resource development is high-level education, which provides opportunities for people's growth in various fields. Therefore, in the agenda of countries regarding land, education has been identified as an important component to promote sustainable development. in such a way that it can improve the capacity and ability of people to pay attention to environmental and development issues and added that education is the element of achieving environmental awareness, attitudes and skills related to sustainable development and effective and active participation of people in decision making The main goal of this article is to design a framework for improving the use of land use planning in the development of scientific-applied education.
The research method is mixed (qualitative-quantitative). In order to conduct this research, in addition to document study, thematic analysis technique was used to identify the effective factors on the application of land use planning in the development of scientific-applied education. The statistical population in this research was all faculty members, managers and experts of the University of Applied Sciences and faculty members and employees of the Ministry of Science until the theoretical saturation of 23 interviews. Semi-structured interviews were conducted with experts in 1400 in the form of basic, organizing, and inclusive themes, and to determine the current state of the dimensions, a sample T-Tech test was used, and structural equation method was used to design the desired framework. According to semi-structured interviews, 5 dimensions and 21 components were extracted. Finally, the land development planning questionnaire with 35 indicators was designed by a researcher and was implemented on 326 managers and experts of the University of Applied Sciences in order to examine the current situation and provide a framework. The coefficients obtained from the analysis of structural equations showed that the social factors of planning with a coefficient of 0.745 have the greatest effect and local and regional factors have the least effect with a coefficient of 0.356.
23 interviews were conducted with faculty members, managers and experts of the Comprehensive University of Applied Sciences and faculty members and employees of the Ministry of Science with semi-structured questions. Finally, in this process, 652 primary codes were extracted. With multiple revisions and integration of codes based on similarity and through several steps, finally 21 components were extracted for 5 dimensions. In the main sample, a questionnaire was distributed to 326 people and the results were displayed using structural equations. The value of R2 for the structure is 0.782. According to the three criterion values, it confirms the fit of the structural model.
Land planning is a type of planning that pays attention to land as a fundamental and determining factor in meeting development goals. John Friedman and William Alonso have emphasized that deciding where to locate a new project is as important as deciding whether to invest in that project. Also, the issue of social justice in its distribution according to social classes is important and difficult. In the needs assessment, all available sources of information, including soft and hard data, within the higher education system and society, are carefully examined and then future opportunities are determined. In higher education, governance refers to the legal allocation of power among the diverse decision-making structures of universities and higher education institutions and the diverse executive structures and management of universities, who should make decisions and what is the focus of decisions and decisions. has it. The educational system is known as an important tool in the comprehensive growth and development of the country. The most important goal in universities is to develop skills and strengthen and develop the cognitive field of students. In universities, attention is paid to spatial and geographical planning that explains regional capabilities, abilities, needs for fair development with the meaning of resources and environment.

Higher education is expected to nurture more mature, ethical, and professional people in the community. As university professors can play an effective role in institutionalizing desirable ethical behaviors in students, the importance of a model for the professional ethics of university faculty members becomes more prominent. This study aims to design a model of behavioral and ethical codes of faculty members of Iranian universities.

This research is fundamental and Survey-based. In this research, a semi-structured interview consisting of 10 questions was designed. The study was implemented in 1400. Using the snowball sampling model, online interview sessions were arranged with university professors all over Iran. The researchers were saturated with 13 interviews, and 3 more interviews were conducted to ensure more. Each interview was analyzed through MAXQDA2020 software and extracted using the grounded theory method with the Glasser and Strauss approach, coding, grouping concepts, and final model of ethical and behavioral codes.

9 main categories of the model of behavioral and ethical codes of university faculty are: authenticity (central phenomenon), learner, determination and purposefulness (causal conditions), problem-solving skills, effective communication skills, Team Building Skills (strategies), scientific competence (mediating conditions), adherence to rules and normability (context) and learning leader (outcome).

The difference between this research and other previous studies is the attention to authenticity that is shown in the model as the main concept. Also in the designed model, the concept of a learning leader is considered as the main role of university faculty members. Designing The Code of Ethics & Code of Conduct Model for The Faculty Members of Iranian Universities Using Grounded Theory

Nowadays rapid changes affect the roles of higher education systems. Recent health, economy, and politics challenges made higher education change their structures, teaching methods, and all processes focus on ethical issues. Therefore, the Higher education institutions’ environments should be healthy and ethical to promote the ethical values in the societies. In other words, higher education is expected to nurture more mature, ethical, and professional people in the community. University professors & faculty members could play an important role in institutionalizing desirable ethical behaviors in students. They could teach the necessary skills for being ethical. The task of university professors is not only to develop students' skills; they must teach students the values that lead to professional and personal growth. Professors must be fair, not resistant to change, respect the uniqueness of students, and be sensitive to maintain a professional relationship with their students. As university professors can play an effective role in institutionalizing desirable ethical behaviors in students, the importance of a model for the professional ethics of university faculty members becomes more prominent. This study aims to design a model of behavioral and ethical codes of faculty members of Iranian universities.

This research is fundamental and Survey-based. In this research, a semi-structured interview consisting of 10 questions was designed. The study was implemented in 1400. Using the snowball sampling model, online interview sessions were arranged with university professors all over Iran. In order to protect privacy and confidentiality, it was ensured that the information remains completely confidential. The researchers were saturated with 13 interviews, and 3 more interviews were conducted to ensure more. Each interview was analyzed through MAXQDA2020 software and extracted using the grounded theory method with the Glaser and Strauss approach: coding, grouping concepts, and final model of ethical and behavioral codes. In the open coding phase, the content of the interviews had been read many times. The data had been broken up and labeled with codes. Here, we analyzed the data line by line and word by word. There is no limitation in the labeling while coding and finally 975 codes were extracted. Then, the codes were analyzed. Researchers have tried to find the core concepts by finding the similarities within the codes and creating the categories. In the first step, 46 categories have been defined. By finding the similarities between the codes, 9 main categories were selected. For reliability, two assessors were asked to label the contents of the interviews individually. The agreements between the two assessors have indicated the reliability.

The results were compared with the researchers’ codes.  The agreement percentage was 92%.  Nine main categories of the model of behavioral and ethical codes of university faculty are authenticity (central phenomenon), learner, determined and purposefully (causal conditions), problem-solving skills, effective communication skills, Team Building Skills (strategies), scientific competence (intervening conditions), adherence to rules and norms (contextual conditions) and learning leader (outcome and result). In axial coding, authenticity was selected as the central phenomenon in the research. This category was selected as the central phenomenon and the main idea of the research because it was mentioned in many interviews that authenticity is the most key and important concept in the professional behavior of university faculty members. Authenticity in this research is derived from some cultural concepts in which authenticity is mentioned as inherent qualities such as honesty, conscientiousness, integrity of words and speech, confidentiality and reliability, nobility, and honor. Being kind to himself and others, justice-oriented, and liberal are also the characteristics of an authentic person. What makes a person authentic is to be an effective learner, curious, truthful, and flexible. These are known as causal phenomena. On the other hand, self-awareness, the meaningfulness of life, purposefulness, and trying to achieve the meaning and purpose of life are the concepts that affect authenticity. University faculty members, by adopting skills such as problem-solving, effective communication, and team building as strategies, can lead and direct learning in the academic environment. The platform in which learning leadership takes place by using appropriate strategies is the rules and regulations of the academic environment, teaching, and researching rules. Therefore, normativity has been chosen as a contextual category. Scientific competence has been introduced as a mediating factor.

The findings of this research state that university faculty members can play a role as learning leaders in the culture of higher education when they are purposeful, determined, serious, and authentic and can work within the rules and regulations of the academic environment with scientific qualifications by using communication, team building, and problem-solving skills. The difference between this research and other previous studies is the attention to authenticity that is shown in the model as the main concept. Also in the designed model, the concept of a learning leader is considered as the main role of university faculty members.

Counseling professors as the main element guiding students have a key position in academic guidance, family counseling, and other matters related to students. This is a cross-sectional study, that was carried out on 150 martyrs and self-sacrificing students of general medicine of the university were examined by census method. The tool used to assess students' perspectives is a reliable and valid questionnaire. Data collection with AMOS and SPSS Ve.22 was analyzed. According to the faculty members, educational leadership (p=0.018), university safety and order (p=0.001), vision and mission (p=0.03), Expectations for success (p=0.035), home-university relationship (p=0.001), progress monitoring (p=0.001) and learning opportunity/task time (p=0.001) have a significant effect in the academic performance of medical students. The obtained results can be used in designing and implementing educational, cultural, and counseling programs to encourage and achieve academic achievement of control and self-sacrificing students. It is suggested that creating communication and virtual educational channels between counseling professors and students' families, and the more active role of counseling professors about students increase the academic achievement and improve the quality of education of these students. The survey of consumer professors about determinant decline education of marter students in the Arak University of Medical Sciences It is important to consider the factors affecting academic failure in all students of medical sciences for the relationship they have with the health of people in society in their career field in the future. In the meantime, self-sacrificing students have a high status as precious relics of the epic makers of the holy defense. On the other hand, these students are more vulnerable in terms of education compared to other students due to their family and mental conditions. Therefore, it is important to pay attention to the role of advisor professors as the main element of guiding students in the matter of academic guidance and family counseling, due to their close relationship with students, their effective and timely intervention can prevent them from falling. Therefore, the present study was conducted to investigate the views of the advisors on the causes of the academic failure of self-sacrificing students. The present study was a cross-sectional analysis that was carried out on 150 consultant professors by census sampling method at Arak University of Medical Sciences. The data collection tool was a questionnaire made by the researcher and taken from other similar studies in this field, which went through the psychometric stages and was finally approved and used with a content validity ratio and a content validity index above 0.8. The reliability of the questionnaires was also confirmed by Cronbach's alpha method with a high rate of 0.7.The questionnaire includes two parts of the demographic information of the consultant professors and specialized questions related to the factors affecting the academic performance of the students in the number of 41 questions and seven areas: educational leadership, safety and order of the university, vision, and mission, expectations for success, the relationship between home and university. Monitor progress and learning opportunity/task time. Questionnaire questions were designed with a 4-option Likert scale with a score range of never 1, rarely 2, sometimes 3, always 4. The information was collected from the professors and the collected data was analyzed by available and related research software, SPSS 22 and Amos 16.Regarding ethics in the research, the participation of the research samples was voluntary and the objectives of the study were clearly explained to them, and the study was approved by the Research Ethics Committee of Arak University of Medical Sciences. The age range of the consultant professors was from 25 to 62 years, with an average age of 42 years, and in terms of gender, 50.7% were male and the rest were female. According to professors, the factors are educational leadership (p=0.018), university safety and order (p=0.001), vision and mission (p=0.03), and expectations for success (p=0.035), the relationship between home and university (p=0.001), progress monitoring (p=0.001), and learning opportunity/task time (p=0.001) had a significant impact on the academic performance of medical students. The average and standard deviation of the factor of student relationship with family was 1.98±0.44, the highest value, and the factor of university supervision over their academic process was 1.2±0.33, the lowest value. Also, the university's monitoring of students' academic progress (including the implementation of periodical evaluation tests of students, supervision of advisor professors in the field of examining students' academic status and providing timely feedback to students) has the highest correlation coefficient with the university's order (the active role of advisor professors in (r=0.28) showed the establishment of administrative and curricular discipline in teaching and learning of students and regular meetings and counseling with students.The results of the present study showed that the factors of educational leadership, safety and order of the university, vision, and mission, expectations for success, the relationship between home and university, monitoring progress, and learning opportunity/task time have a significant effect on the academic performance of self-sacrificing medical students. In the field of educational leadership, the present study is consistent with Golestane's study (2016) regarding the effectiveness of procrastination management training on increasing self-efficacy and learning strategies to reduce procrastination and avoid failure.In the field of university safety and order, it should be said that growth and development are the result of the educational system of that society. The issue of student's academic progress is one of the important indicators in the evaluation of schools, and all the efforts of this system are actually to cover this matter. The results of the present study are consistent with the study of Rafiei (2019) in the field of investigating the relationship between educational climate and academic vitality with the moderating role of social progress goals of nursing students of Tabriz University of Medical Sciences. The results of the present study regarding the impact of the clarity of goals and programs, the vision and mission of the university for academic staff members, and students, presenting realistic and applicable goals for students by professors and encouraging them to achieve the goals of appropriate academic performance consistent with other There are other studies. (Chengizi 2010, Rafiei 2019).Regarding the parameter of expectations for success and its explanation by the consultant professors for students, the results of the present study are consistent with Golestane's study (Golestane 2016) and Sohrabi's study (Sohrabi et al. 2016) in the field of investigating the relationship between motivation for academic progress and time management with the academic success of undergraduate students. Paramedicine of Iran University of Medical Sciences and Mohammadi's study (Mohammadi et al. 2015) is about the relationship between metacognitive learning strategy and the source of control with students' academic progress.The study of Shakurnia et al., in examining the educational variables and psychological characteristics of students as conditional predictors in Jundishapur University of Medical Sciences, Ahvaz, showed the relationship between factors such as family conditions, life satisfaction, and factors of the educational environment with students' academic progress (Shakurnia 2018). It is worth mentioning that this study was conducted on 76 conditional students of this university, regardless of their registration quota (regular or witness and self-sacrificing), the study group of which is different from the students of the present study. The obtained results can be used in designing and implementing educational, cultural, and counseling programs to encourage and achieve academic achievement of control and self-sacrificing students. It is suggested that creating communication and virtual educational channels between counseling professors and students' families, and the more active role of counseling professors about students increase the academic achievement and improve the quality of education of these students.

Porpose: The main purpose of this research is to identify the components of improving the electronic professional learning environment of managers in Bandar Abbas oil refinery. In terms of the purpose, the present research is a fundamental research type and in terms of the method, it is a qualitative research method. The data collection tool includes interviews. The statistical population of the present study are experts in the field of e-learning. Purposive sampling method was used to select sample people. For data analysis, thematic analysis, fuzzy Delphi was used in the qualitative section. 177 primary codes have been extracted and categorized in the form of 21 categories. The value of kappa index was calculated as 0.781, which is at the level of valid agreement. In the following, the fuzzy Delphi approach was used to screen the indicators and identify the final indicators. Then the designed questionnaire was provided to 15 experts in this field and after calculating the CVI, all indicators were confirmed. Finally, factor analysis was used to extract the main components. The results of the Kizer-Meir-Olkin sampling adequacy index of 0.914 have been obtained, which indicates that the research data can be reduced to a number of basic and fundamental factors and the sample size is also sufficient. Also, the result of Bartlett's test (2787) which is significant at the error level of 0.01, shows that there is a good correlation between the indicators within the factor. After conducting an exploratory factor analysis, the findings of the research showed that 21 indicators of this research can be summarized on 9 general factors, which are: "educational factors", "organizational", "environmental", "managerial", "economic" respectively. ", "individual" communication, "technology" and "learning standardization" are named.Identifying the components of improving the electronic professional learning environment of managers The evolution of technological speed in the 21st century and the expansion of professional learning and training networks is a necessity for responsive organizations. Therefore, nowadays, organizations try to build models and implement them in electronic learning environments, so that they can continuously activate teamwork movements, and strengthen interactive learning experiences in various ways. To get a sense of belonging to the organization in their members. These activities lead to the creation of effective collaborative learning processes that are tailored for employees according to their job duties and facilitate the transfer of knowledge to organizational work (Daraghichi 2014). With the new advancement in technology and the wide electronic space on the Internet, educational trainers of organizations can empower employees with face-to-face network communication and with the aim of quality in providing professional knowledge (Trust 2014). The evolution of the speed of technology in the 21st century and the expansion of professional learning and training networks is a necessity for response-oriented organizations. Electronic professional learning environment is an electronic information system between employees and managers in organizations in the form of short-term and long-term courses (Willems 2019). Although the employees in the online professional learning environment can control the concentration of learning based on their experiences, they need the support of relationships and the structural support of the managers in order to strengthen their motivation in realizing the common organizational goal. The main goal of this research is to identify the components of improving the professional learning environment. It is an electronic manager in The Bandar Abbas oil refinery. In terms of the purpose, the present research is a fundamental research type and in terms of the method, it is a qualitative research method. The data collection tool includes interviews. The statistical population of the present study are experts in the field of e-learning. Purposive sampling method was used to select sample people. For data analysis, thematic analysis, fuzzy Delphi was used in the qualitative section. 177 primary codes have been extracted and categorized in the form of 21 categories. The value of kappa index was calculated as 0.781, which is at the level of valid agreement. In the following, the fuzzy Delphi approach was used to screen the indicators and identify the final indicators. Then the designed questionnaire was provided to 15 experts in this field and after calculating the CVI, all indicators were confirmed. Finally, factor analysis was used to extract the main components. 177 primary codes are categorized into 21 categories. According to the results of the table, the evaluation category ranks first with 23 code repetitions, management and leadership ranks second with 17 codes, and content and resources ranks third with 12 codes. In the following, Kappa index was used to measure the reliability of the designed model. In this way, another person (one of the elites of this field) has classified the codes into concepts without knowing how to integrate the codes and concepts created by the researcher. Then the concepts provided by the researcher have been compared with the concepts provided by this person. Finally, according to the number of similar concepts and different concepts, the Kappa index has been calculated. The researcher has created 21 concepts and another person has created 23 concepts, of which 18 concepts are common. The Kappa index value was calculated as 0.781, which according to Table 4 is at the level of valid agreement. In the following, the fuzzy Delphi approach was used to screen the indicators and identify the final indicators. Experts' views on the importance of indicators have been collected. Also, in this study, triangular fuzzy numbers have been used to fuzzify the experts' point of view.The results of the Kizer-Meir-Olkin sampling adequacy index of 0.914 have been obtained, which indicates that the research data can be reduced to a number of basic and fundamental factors and the sample size is sufficient. Also, the result of Bartlett's test (2787) which is significant at the error level of 0.01, shows that there is a good correlation between the indicators within the factor. After conducting an exploratory factor analysis, the findings of the research showed that 21 indicators of this research can be summarized on 9 general factors, which are: "educational factors", "organizational", "environmental", "managerial", "and economic" respectively", "individual communication", "technology" and "learning standardization" are named. Bandar Abbas Oil Refining Company seeks to identify the components of establishing an electronic professional learning environment for managers. Which takes place in the network environment and in which a set of multimedia, transmedia and remote communication technologies are used. In the electronic professional learning environment, a virtual perspective has been formed for the guidance and learning of all members of the organization. And in this electronic environment, employees are led in the appropriate way of organizational training based on regular activity in transferring experience and sharing knowledge with managers based on structural support and constructive relationships.

In this longitudinal (case-control) study, speech therapy and physiotherapy students of Ahvaz Jundishapur University of Medical Sciences (AJUMS) were selected and randomly divided into two groups. Only the NAVID virtual education system was used to teach the theoretical units of these two groups. The homework of the first group was presented as solving a crossword puzzle in the NAVID system (the questions of the crossword puzzles were extracted from the educational content of the same lesson). But in the second group, homework was conventionally and traditionally uploaded to the virtual system. At the end of the semester, the final exam score, percentage of students' participation in homework, and their satisfaction with the methods of providing homework in the NAVID system as outcome measures were compared between the two groups.
In the results, there was no significant difference between the final exam score of the two groups (P>0.05). Regarding students' response to educational assignments, the percentage of students' participation in homework of the crossword-solving group was significantly higher than the control group (P=0.003). Students' satisfaction with the crossword-solving method was also significantly higher than the traditional method (P=0.001). According to a survey of students, the factors of attractiveness and innovation, learning in the form of games and entertainment, competitiveness, activeness and interactivity of the crossword-solving method were the features that led students to consider this method as a preferred way to do homework.
 
Utilizing crossword puzzle solving as educational assignments in the special software for university e-learning (NAVID) for students of rehabilitation sciences
  The corona virus pandemic in Iran caused many changes in the educational system of universities, such that most of the curriculum and educational materials were transferred through online or offline software. In attendance training, the instructor and the learner are completely face-to-face, but in virtual training, the relationship between the instructor and the learner is indirect and through a mediator. Traditionally, in the educational system of rehabilitation sciences, the responsibility of the teaching content is on lecturers, and the learners mostly play the role of passive listeners. Such an environment will cause mental fatigue during the class session, frequent exits from the learning environment, and not doing homework on time will be. Crossword puzzles are a type of puzzle or a selection of words that are usually designed as checkered squares. The purpose of such puzzles is to fill the empty houses with alphabet letters based on riddles or questions that are designed about each row of houses vertically or horizontally. The usefulness of cross word puzzles on learning terminology, defining scientific concepts, memorizing and recalling scientific information has been proven in students of medical, dental, and pharmaceutical fields. So far, the effects of this method on facilitating the teaching and learning process of rehabilitation science students have not been investigated. The purpose of this study was whether the use of cross word puzzles in the assignment menu in the NAVID system can increase the participation of undergraduate rehabilitation science students in completing assigned assignments faster or not.
In the present case-control study, 73 speech therapy undergraduate students (in the second semester of 1399-1400) were selected from the Faculty of Rehabilitation Sciences of Ahvaz Jundishapur University of Medical Sciences. The students were randomly divided into two groups, the case and the control, so that 37 students were the case group (recipients of crossword puzzles as homework) and 36 students were the control group (the recipients of the traditional method for doing educational homework). None of the students had completed a study course based on the crossword teaching/learning method. The crossword puzzles used in this study were designed by the professors themselves. Each puzzle included a set of specialized questions from educational content and a set of general information questions. Students were given a maximum of three days to solve a word table (as an assignment given in the NAVID system). After solving the puzzle, every student had to upload it along with the keyword in NAVID software. In the final part of each session, the lecturer would ask and answer questions with the students based on the questions presented in the puzzle and fix the problems. Instead, the tasks of the control group were presented in a traditional way (project completion, multiple-choice test, etc.). The final grade of the end-of-semester exam, the quality of participation and the speed of students' responses to assignments, and the degree of students' satisfaction with the method of presenting assignments were measured as outcome variables and compared between the two groups.
More than 63% of students who received crossword puzzles as homework answered their homework in the early hours or on the first day. Instead, only about 27% of the students in the control group (traditional assignments) answered their assignments in the early hours or on the first day. The speed of responding and completing assignments was significantly different between the two groups (p<0.05). The number of students in the control group who postponed their assignments to the second and third days (nearly 73%) was significantly more than the students in the case group (nearly 36%) who postponed their homework to the second and third days. The mean score of students' satisfaction with the presentation of homework in the form of solving crosswords in the NAVID system was significantly higher than the control group (p=0.001).
The response speed of rehabilitation science students to assignments loaded in the form of crosswords in NAVID system was higher than the traditional method. Researchers in the field of education consider the enjoyable and challenging nature of a task to be motivational factors for learners to do that task. In fact, these factors increase the learner's internal motivation to do homework. Crossword puzzles are helpful in identifying knowledge areas and solving knowledge deficiencies and weaknesses of students. This means that the above method, by providing a platform and a competitive environment for doing academic/educational assignments in the space of the NAVID system, was able to increase the motivation and desire of students to do the academic/educational assignments faster. Also, this approach provided a pleasant and satisfying learning environment for students.

Porpose: The current paper tried to present a structural model based on organizational silence prediction according to leadership style and organizational learning through the mediation of organizational commitment for the Islamic Azad University of Tehran. It is an applicable study using descriptive-correlation method. The research population consisted of all employees in the Islamic Azad university of Tehran in the academic year 2016-2017. Out of this population (8021), 367 participants were chosen based on the Krejcie and Morgan table using random cluster sampling. In order to gather data, the following questionnaire were applied: standardized organizational silence questionnaires, by Wacola and Boards (2005), Bass and Olive leadership style (1997), Marsick and Watkins organizational learning (1996), and Allen & Meyer organizational commitment (1990). Structural equation modeling was used to analyze the data. The results showed that organizational silence can be predicted positively and meaningfully through transactional leadership style and transformational leadership style, organizational learning, organizational commitment and organizational justice, and negatively through non-intervention leadership style. Organizational justice mediates between transformational and transactional leadership styles with organizational silence. Organizational justice does not mediate between the organizational learning and organizational silence. Organizational commitment, positively mediates the relationship between transactional leadership style and organizational silence, while mediating negatively between non-intervention leadership style and organizational silence.Presenting the Structural Model of Organizational Silence based on Leadership Style and Organizational Learning with the Mediation of Organizational Commitment  The current research was conducted to provide a structural model of organizational silence based on leadership style and organizational learning with the mediation of organizational commitment in the Islamic Azad University of Tehran. This research is practical, and in terms of the data collection method, was a descriptive correlation. The statistical population of this research included all the employees of the Islamic Azad University of Tehran in 2018-2019, of which 8021 people were selected using Krejcie and Morgan's Table by random cluster sampling. Vakola and Bouradas's (2005) organizational silence questionnaire was used to collect data. Its purpose is to examine the factors that cause organizational silence and it consists of 15 items and 3 components (top management's attitude towards silence (5 items), supervisor's attitude towards silence (5 items), and communication opportunities (5 items). The scale of this questionnaire is Likert type and its rating is between 1 and 5. The range of responses to the items is set as (completely disagree=1, disagree=2, somewhat agree=3, agree=4, and completely agree=5). In the aspect of top management's attitude towards silence, items 3, 4, and 5 were raised in reverse and their points were calculated opposite to the above points. In the research, the reliability correlation of this questionnaire was obtained using Cronbach's alpha method for the components of senior management's attitude towards silence and supervisor's attitude towards silence and communication opportunities equal to 0.609, 0.591, and 0.584 respectively. Salawati, Yarahamdi, and Seyed Hashemi (2013) confirmed the validity of this questionnaire with the help of the content validity method and by using exploratory and confirmatory factor analysis methods and the KMO index. Bass and Olive's (1997) multi-factor leadership style questionnaire, which aims to evaluate the factors and indicators of transformational leadership, exchange leadership, and non-interventional leadership, consists of 41 items and three components (transformational leadership (19 items), exchange leadership (17 items) and leadership non-intervention (5 items)). The scale of this questionnaire is of the Likert type and its scoring is between 1 and 5, the range of responses to the items is set as (completely disagree=1, disagree=2, somewhat agree=3, agree=4, and completely agree=5). In the current study, the reliability of this questionnaire was obtained through the internal consistency method using Cronbach's alpha for the components of transformational leadership, exchange leadership, and non-interventional leadership equivalent to 0.783, 0.762, and 0.619, respectively. Zahid Bablan (2014) confirmed the formal and content validity of the questionnaire after its translation based on the opinion of experts and obtained the simultaneous validity of the Bass and Olive leadership style questionnaire (1997) equal to 0.83. Also, for the validity of this questionnaire, Mughli (2013) conducted the standardization of the relevant test and confirmed its validity. Marzick and Watkins's organizational learning questionnaire (1996) aims to evaluate organizations in the dimensions of individual learning, team learning, and organizational learning and consists of 43 items and three components (individual learning (13 items), team learning (6 items), and organizational learning (24 items). The scale of this questionnaire is Likert and its scoring is between 1 and 6. he scale of response to the items is set as (very low=1, low=2, relatively low=3, relatively high=4, high=5, and very high=6). In the current study, the reliability correlation of this questionnaire was obtained using the internal consistency method by Cronbach's alpha for individual learning, team learning, and organizational learning components of 0.712, 0.630, and 0.771, respectively. Nadi and Sajjadian (1389) investigated and confirmed the concurrent validity of the questionnaire using the construct validity method through the confirmatory factor analysis method. Furthermore, the validity of the questionnaire was confirmed by subject and psychometric and management experts (content validity) and it was checked and confirmed by 5 people from a selected sample of the main population (face validity). The purpose of Allen and Meyer's (1990) Organizational Commitment Questionnaire was to investigate the level of commitment of employees to the organization and consists of 24 items and three components (emotional commitment (8 items), continuous commitment (8 items), normative commitment (8 items)). The scale of this questionnaire is of Likert type and its scoring is between 1 and 7. The range of responses to the items is set as (very disagree=1, somewhat disagree=2, slightly disagree=3, somewhat agree=4, slightly agree=5, somewhat agree=6, and strongly agree=7). It is worth mentioning that items number 4, 5, 6, 8, 9, 10, 15, 16, 17, 18, 19, 21, and 24 have a reverse scoring approach. In the present study, the reliability correlation of this questionnaire was obtained using the internal consistency method by Cronbach's alpha for the components of emotional commitment, continuous commitment, and normative commitment equal to 0.664, 0.659, and 0.575, respectively. Sabz-Alian and Zahedi-Asl (2013) used content validity to measure the validity of the questionnaire. According to calculating the opinions of 10 master's students in management and social sciences through the CVI formula, which was used to measure the validity of the content, the amount of validity obtained for this research was announced as 0.66. For data analysis, structural equation modeling was done using AMOS software. Validity and reliability were confirmed. The results of this research indicated that organizational commitment, organizational learning, exchange, and transformational leadership style positively and significantly predicted organizational silence. Also, the non-interference leadership style negatively and significantly predicted organizational silence. Furthermore, organizational commitment mediated the relationship between organizational learning and organizational silence; organizational commitment positively mediated the relationship between transactional leadership style and organizational silence; also, the relationship between non-interventionist leadership style and organizational silence is negatively mediated. The variables of organizational commitment, organizational learning, and leadership style (transactional, transformational, and intervention) can each have an impact on the variable of organizational silence according to cultural, economic, organizational, and managerial issues.