نشریه راهبردهای آموزش در علوم پزشکی
سال شانزدهم شماره 5 (پیاپی 81، آذر و دی 1402)

Academic consistency is an important factor shaping the foundation and foundation of a positive relationship with academic life. Therefore, the purpose of this study was to determine the role of critical thinking and information literacy in predicting academic consistency of Payame Noor students.

A correlation study design was used for this research. The statistical population of this study was all students of Payame Noor University in the academic year 1397- 1398 who were randomly selected using the Morgan table. 92 individuals were considered as sample size. The main tools for collecting information in this research were Critical Thinking Rickets (2003), Information Literacy, Bruggian Broujeni (2011), and Marshall and Martin Degree Degree (2008).

The results of Pearson correlation coefficient showed that there is a positive and significant relationship between information literacy and academic salary (r = 0.44) at 99% confidence level, but there is no significant relationship between critical thinking and academic salary (≤ 0.05) p). Also, the information literacy variable could explain 197.0 changes in salary.

Educational system and educational planners should pay special attention to scientific education and educational measures due to the educational ability of critical thinking and information

Operating room students are very similar in terms of  learning abilities and talents, but there is a significant difference in their academic progress during the academic year, which can reflect the difference in their academic motivation. Considering the importance of the motivation for progress, the learning-learning process, the planning and implementation of educational programs, the present study aims to "investigate the relationship of academic motivation with the expectations and outcomes of undergraduate students operating room operative in Khuzestan province ".

This descriptive cross-sectional study was carried out with the participation of 225 students of operating rooms of universities in different cities of Khuzestan province and using stratified sampling method. Then the demographic information form, the academic motivation questionnaire and the students' outcomes-expectations questionnaire were completed by the students. Data were analyzed using descriptive and analytical statistics.

The results showed that 83.6% of the students had a very good motivation, 15.6% had moderate motivation and 9.9% had moderate motivation. Percentage was poorly motivated. The mean and standard deviation of academic motivation score in all students were 135.62 ± 25.15, respectively. Finally, the relationship between all the sub-scales of academic motivation and the outcome of the outcome between Khuzestan operating room students in all academic years is significant.

Considering the significant relationship between academic motivation and expectation-outcome among students in operating room of Khuzestan province in general, motivational factors affect academic achievement. Obviously, educational systems should increase their efforts to promote students' academic motivation, education, and related components - inclusive, learner, environment and educational facilities.

anxiety is a consequence of avoidance and fusion, also bringing about learning problems. Therefore, the purpose of conducting the present research was to review the extent of the effectiveness of transcranial direct current stimulation with mindfulness education on learning difficulties, avoidance, and fusion/anxiety of children with reading disorder.

the method of this study was of a semi-experimental type, including pretest-posttest and a control group with a follow-up phase. The statistical population consisted of all second-grade primary school students referred to Saravan city care center for learning disorders during the fall and winter of 2019-2020. Those students with the reading disorder were then identified following conducting Wechsler’s test, Karami et al.’s questionnaire of reading and dyslexia (NEMA), and Mikaili and Farahni’s list of reading disorders (teacher’s form), whereby 45 out of them were purposively selected based on inclusion criteria. They were then divided randomly into three groups (of fifteen), namely, group one: transcranial direct current stimulation with mindfulness education; group two: transcranial direct current stimulation; and a control group. The research tools were Colorado Willcut et al.’s learning difficulties questionnaire, March’s multidimensional anxiety scale for children, and Greco et al.’s avoidance and fusion questionnaire. Data analysis was carried out by SPSS software version 25 through the covariance analysis method.

Results of the covariance analysis showed that learning difficulties, anxiety, avoidance/fusion scores dropped in the posttest phase compared to the pretest for both groups (p<0.001), and these changes were invariable in the follow-up phase (p>0.05).

results indicate the effectiveness of direct current stimulation devoid of the role of mindfulness education’s preference in reducing learning difficulties, anxiety, and avoidance/fusion. Hence, it is recommended for education advisors and experts to use transcranial direct current stimulation to increase children’s learning and reduce their anxiety in reading disorder.

The present study was conducted to investigate the relationship between academic achievement motivation and professional characteristics of smart school teachers in Birjand.

 This descriptive research examines the correlation and relationships between the components of the predictor variable (teachers' professional characteristics) and the criterion variable (students' academic achievement motivation).The sampling method is multi-stage and the total number of teachers in the selected schools in each school was 22 people. The total number of students was 300 in girls chr('39')high school and 270 in boyschr('39') high school. Data were collected using the Leper et al.chr('39')s academic motivation questionnaire and the professional characteristics questionnaire of government teachers and colleagues.

Pearson correlation coefficients showed that there is a significant correlation between the variables of teacher skills in creating teaching-based environment and technology-based learning, teacher skills in creating technology-based communication, teacher skills in using ICT with motivation of intelligent school students in Birjand. . The results of multiple regression analysis also showed that studentschr('39') motivation for progress is predictable based on the professional characteristics of the teacher.

Smart schools are expected to affect the factors affecting the characteristics and tasks and ability of the teacher, especially in three areas, teacher skills in creating a technology-based teaching and learning environment, teacher skills in creating technology-based communication, skills Teachers should pay special attention to the use of ICT.

The high prevalence of Covid 19 and rumors on social media about it have caused many psychological problems, including anxiety in communities. It has also shown that spirituality is inversely related to anxiety. Therefore, the present study was conducted to investigate the relationship between spirituality and anxiety caused by Covid 19 in paramedical students.

In this descriptive cross-sectional study, 200 undergraduate students of Gonabad University of Medical Sciences participated in the study in 1400 through online calling and Porsline and answered the spiritual health questionnaires of Palutzian-Elison and Spielberger. SPSS software version 20 and statistical Methods of Mann-Whitney, Kruskal-Wallis, and Spearman-Brown correlation coefficients were used to analyze the data.

The results of the study showed that anxiety has an inverse relationship (r=-0.340) with spirituality. The majority of students (93%) had low anxiety and none of them had severe anxiety. The spirituality of most students (80%) was at a desirable level. In addition, female students had more anxiety (p=0.022) and eighth-semester students had less anxiety (p=0.020). Also, eighth-semester students had higher spirituality than other semesters (p=0.002).

Most paramedical students had little anxiety and the spirituality of most students was at a desirable level. Anxiety had a significant and inverse relationship with spirituality, meaning that the higher the spirituality, the lower anxiety, and vice versa. Researchers suggest that by designing programs to increase studentschr('39') spirituality, they reduce their stress and anxiety in situations such as the Corona pandemic.

This research was done with the purpose of revealingfaculty the members Strategies the process changing the intended curriculum in practice by with the approach of foundational data theory approach.

Iin the first stage, based on the data theory of the foundation, 20 members in universities field were interviewed using a targeted sampling method. Then they chose people to develop the desired classes; Therefore, theoretical sampling was undertaken. The logic of data heoretical saturation was used for the adequacy of the sample size. The tools is used semi-structured individual interviews and field notes. So that the interviews who started with answering questions and it was targeted based on what the participants said. For determining the validity of the data in this research, it has been done by recording interviews and approval of the final descriptions by the participants and the researcher's angulation technique. After typing, the text of the interviews was transferred to MAXQDA 2020 software and coded. Coding based on the paradigm model of Corbin and Strauss (2008). It included three stages (open, axial and selective coding). In this research, 688 open codes were obtained.

strategies include semi-adaptive implementation (five category), free implementation (four category), faithful implementation (two category) and impolite implementation (two category) has been existed.

The concept of making a change in the intended curriculum is related to a set of characteristics, beliefs and educational psychological needs, difficulties, factors and principles that, if identified correctly, can lead us to reach appropriate answers.

Maximum student participation in the faculty members’ evaluation might lead to improvement in the quality of education. Therefore, identifying the barriers of student’s participation is the first step in this process. This study was conducted to determine the views of students and faculty members of Tabriz faculty of Dentistry on the factors affecting student’s participation in faculty members’ evaluation during 2019-2020.

This cross-sectional descriptive study was performed in two parts; faculty members and students. The main tools of this research were two researcher-made questionnaires. 108 students and 84 faculty members completed the questionnaires. The questions of both questionnaires were assessed with a 5-point Likert scale. Data were statistically analyzed using SPSS17 statistical software with descriptive statistics (frequency, percentage).

From the point of view of 97.6% of faculty members, the most important factor in the student participation rate was ensuring the confidentiality of information, and the second issue was holding an orientation meeting for students before evaluation, with 89.3% rate.
From the students' point of view, the most important factors were to ensure the confidentiality of information and the relevance of the questionnaire’s questions to the educational challenges of students, which both cases were emphasized by 100% of students.

Effectively reassuring students about the confidentiality of their information and giving feedback on the results to faculty members and faculty officials are the most important factors in encouraging students to participate in faculty members’ evaluation.

The virtual education is one of the most basic teaching methods, and the movement of the educational system towards virtual education has accelerated due to the occurrence of the Covid 19 pandemic. The purpose of this study was to evaluate the virtual education of parasitology course on satisfaction and learning of students in Shiraz University of Medical Sciences in Covid-19 pandemic using Kirkpatrick's model.

The virtual education of parasitology course was evaluated using level 1 and level 2 of the Kirkpatrick Model to measure the satisfaction and learning of the participants. The satisfaction of students was measured according to participants’ responses to a standard questionnaire using a 5-point Likert Scale. In order to evaluate the effect of virtual education on students' learning, the scores of 62 students who had experienced virtual education were compared with the scores of 91 students who had completed face-to-face education in the same pre-designed test.

The results of the study showed that 16% of students were very satisfied with the quality of virtual education, 25.3% were satisfied, 30.2% were moderately satisfied, 13% were dissatisfied and 15.5% were very dissatisfied. There was no significant difference in the learning rate of students in face-to-face and virtual education (P. value=0.199).

The virtual education of parasitology course was effective on the students’ satisfaction and learning of students in Shiraz University of Medical Sciences. Therefore, it is recommended that virtual education can be used as a supplement to face-to-face training in the teaching parasitology course.

One of the important challenges of educational institutions and centers is the involvement of people in academically unproductive behaviors. Therefore, the aim of the current research is to develop a causal model of non productive academic behaviors based on the difficulty in regulating emotions and academic self-discipline in students with the mediating role of academic self-concept.

The correlation research method was structural equation model type. The statistical population of the study consisted of all the students of the Islamic Azad University, Sanandaj branch in the academic year 2021-2022, of which 360 people were selected as the sample size. The tools used in the research include the non-productive academic behavior scale (Rimkus, 2012), difficulty in regulating emotions (Gertz and Roemer, 2004), academic self-discipline (Bouffard et al., 1995) and academic self-concept (Liu and Wang, 2005) was For data analysis, structural modeling and partial least squares algorithm (PLS) and software (SPSS) were used. Pearson's correlation test and structural equation modeling were used to analyze the data.

The results indicated the fit of the general research model with the experimental data. The findings showed that the difficulty of emotion regulation directly and indirectly through academic self-concept has an effect on academically unproductive behaviors; However, self-discipline has an effect on unproductive academic behaviors only indirectly through academic self-concept (p<0.01).

According to the findings of the present research, it can be said that difficulty in regulating emotions and a academic self-concept play a key role in predicting academically unproductive behaviors, and counseling and psychotherapy centers should pay more attention to these variables in predicting academically unproductive behaviors arrives.

Optimism and hope are a group of non-cognitive abilities and skills that increase the ability of a person to succeed in coping with educational pressures. Therefore, the purpose of this study was to determine the role of optimism and hope belief in predicting the academic vitality of students of Payame Noor University in Zahedan.

A correlation research design was used to conduct this study. The study population consisted of psychology students of Payam Noor University of Zahedan in the academic year 97-98, 80 of whom were selected by simple random sampling. Data were collected using Shire & Carver's Life Orientation Questionnaires (1994), Schneider's Life Expectations (2008), and Hossein Chari and Dehghanizadeh's Academic Health (2012) and were then analyzed using SPSS-23 software. Pearson correlation and regression models were analyzed.

Pearson correlation coefficient showed that there was a positive and significant relationship between academic life with hope (r = 0.46) at 99% confidence level, but there was not significant relationship between academic life and optimism (0.05≤ p). Also, strategic thinking measures could explain 48% of students' academic vitality.

The results indicate the importance of hopelessness variables in predicting students' vitality in psychology. Therefore, students' hopes can be raised to improve their academic vitality.