نشریه راهبردهای آموزش در علوم پزشکی
سال شانزدهم شماره 6 (پیاپی 82، بهمن و اسفند 1402)

Intrduction:

Education is considered as one of the most powerful tools for human progress in all social, economic, cultural and scientific dimensions.  And science education is one of the oldest sciences that has always been of interest to mankind and plays a very important role in human life, especially everyday life.The main purpose of the study was to design a desirable model of chemistry curriculum based on IBSE approach.

The method was mixed (qualitative-quantitative) exploratory Sequential integrated. Participants in this study were curriculum specialists and chemistry teachers in Tabriz who were selected through purposive sampling and the volume went on to theoretical saturation. In quantitative part, convenience sampling was done among the curriculum planning & Chemistry professors of Tabriz University. The data collection tool in qualitative part was semi-structured in-depth interview and in quantitative part, it was research-made questionnaire extracted from the qualitative part. Data analysis was performed using open and axial coding method. The validity of the research was a kind of internal validity that was analyzed by three authors in order to reconstruct the facts. To increase the reliability interviews were conducted with a prior schedule and without bias. Data analysis was done through the content analysis of interview context by axial open coding method and combined the results with the findings of synthesis study.

Resuits: 

the optimal pattern was designed based on IBSE opprach and Klein pattern and its elements characteristics were determind. Quantitative analysis was performed by obtaining an average higher than the average of the society.

Findings show that IBSE has positive role in learning, creativity, thinking and problem solving in learners.

Adequate attention to the lifestyle of students and its promotion in building the future of the country is a necessity; therefore, the present study was conducted with the aim of developing an educational package to improve students' lifestyles and its effectiveness on self-direction in learning.

The present study was a combination and based on a variable exploratory design - a classification model. To compile the training package, the word / symbol and theme unit was used in content analysis. The statistical population in the qualitative section were the faculty members of the university who were purposefully selected based on the expertise indicators of twelve people as a sample size. In order to investigate the effect of the educational package on self-directed learning, 34 students were selected by voluntary sampling method in the academic year 1399-1400 and were divided into experimental and control groups. The experimental group was trained in nine 60-minute sessions. Data obtained from the self-directed test in learning Fisher et al. (2001) were analyzed using analysis of covariance.

Based on the findings, 54 factors were identified and classified into three categories of mental, individual and social abilities and were presented as an educational package through a network framework. Also, lifestyle education package training has been able to be significantly effective in improving students' self-directed learning (self-management, self-control and willingness to learn).

The findings of this study as a whole confirmed the effectiveness of the educational package of lifestyle promotion on self-direction in students' learning.

Basic skills are purposeful movement patterns that are the cornerstone of advanced movements that are especially important for development in childhood. In this regard, the purpose of this study was to teach an integrated model of play-learning to promote motor literacy in preschool children in Semnan.

This study was conducted with pre-test and post-test design and two experimental and control groups. For this purpose, 40 preschool children in Semnan participated in this study by multi-stage cluster sampling. These people were randomly divided into two groups of 15 people in the integrated game-learning model. The measurement tool of this study was the gross motor development test (Ulrich, 2000). Multivariate analysis of covariance was used in the statistical section.

The results showed that the eight-week combined game-learning student significantly increased the level of motor literacy in the experimental group (P <0.001).

Finally, it can be said that an eight-week combined game-learning training course will improve motor literacy in preschool children.

Medical education has special features compared to other educations due to its relationship with public health, and one of the main solutions to improve the quality of education in medical groups is educational accreditation. Therefore the purpose of this study is to identify and rank the effective factors for proper accreditation in the University of Medical Sciences in order to improve the quality of medical education.

The research method was qualitative and data collection was library-field. The statistical sample consisted of 25 experts in related fields who were selected by purposive sampling. Then the dimensions and components extracted from the sources were finalized using the Delphi method and the panel of experts.

After performing three Delphi rounds, the results showed that the dimensions and components affecting accreditation include: University goals (4 components), management (4 components), educating staff (4 components), learners (5 components), organizational structure (5 components), organizational citizenship (3 components), human resources (4 components), financial management (6 components), compulsory educational space (4 components), information technology (3 components), services and facilities (3 components), learning resources (4 components), teaching-learning process (3 components), clinical and clinic education (12 components), research services (4 components), cultural programs (3 components), innovation and entrepreneurship (3 components), international cooperation (3 components), Evaluation and quality assurance (6 components) and validation (10 components).

Considering the joint presentation of medical education with the medical services system and not paying attention to the components of clinical and hospital education, Review of standards and indicators is necessary in order to establish an accreditation system in medical universities

This study aims to examine implications of internationalization of universities.

This was a qualitative study and Data was analyzed using content analysis methods. The study population included university experts and faculty members with published works on internationalization, managers of international offices, and chancellors of international faculties in state universities in Tehran City. A total of 12 participants were selected for this study through purposive sampling. The data was collected through semi-structured interviews. The methods employed to assess the validity and reliability of the data included review by members and review by co-researchers.

study through purposive sampling. The data was collected through semi-structured interviews. The methods employed to assess the validity and reliability of the data included review by members and review by co-researchers. The findings suggest that outcomes of internationalization for universities include Public implications: Increasing peace and understanding, Increasing national security, Citizenship Development and Specific implications: Introducing Iranian Civilization and Knowledge, Increasing academic diplomacy, Increasing the credibility of the university and branding, Economic growth and Increasing competitiveness, Increasing the diversity and quality of education, research and services.

Considering the fact that participants mentioned multiple positive implications, internationalization of universities can play a significant role in achieving set goals in Islamic Republic of Iran’s 1404 vision document. These goals include scientific development as well as effective and constructive interactions in international relations.

The expansion of a more sustainable world is the most obvious logical consequence of higher education efforts. Almost every higher educational institution has built its mission on goals beyond the creation and dissemination of knowledge. The overall purpose of this study was to investigate the impact of sustainable universities on intellectual capital with the fourth generation approach in macro medical universities in region one in order to provide a model.

The present applied research was conducted in 2021 with a qualitative and quantitative approach. The statistical population in the qualitative section was 16 people being selected using the purposive sampling method, and in the quantitative section, 320 people were selected as a statistical sample based on Cochran's formula through stratified random sampling. In order to collect data, researcher-made questionnaires on sustainable universities and Bontis Intellectual Capital Questionnaire were used. Confirmatory factor analysis and structural equations were used to analyze the data.

The results of confirmatory factor analysis show that at 99% confidence level, t-values for the dimensions of the sustainable university questionnaire were out of (2.58, -2.58) range, so there was a strong positive and significant relationship between the variables of a sustainable university with all its dimensions.

Considering the obtained results, it can be concluded that the relationship between a sustainable university and intellectual capital was positive and significant. This can be due to paying attention to the scientific nature and fruitfulness of intellectual capital and its continuous development in order to achieve one of the ultimate goals, which is sustainable development.

Academic failure is one of the most important issues in the educational system, which constitutes a major part of the concerns of parents, educators, educators and custodians of the educational institutions of society. Its occurrence and exacerbation have numerous individual, familial and social consequences. The present study has aimed to determine the factors related to students' academic failure in Tehran University.

In this study, the statistical population includes all undergraduate students studying at Tehran University. A sample of 800 people was selected by stratified random sampling. Questionnaire items were obtained from the qualitative research results of the first part of the study. After performing and eliminating confused questionnaires, 746 questionnaires were analyzed using classical test approach. The questionnaire items are results of a qualitative research conducted by researchers using the phenomenological method identifying the indicators associated with students' academic failure. After the initial formulation, Lawshe content validity ratio method was used to determine the quantitative content validity. The questions were provided to 12 experts and after making changes using their comments and final approval, their validity was determined. Exploratory factor analysis was performed by SPSS software and confirmatory factor analysis was performed using PLS software.

Data analysis led to the identification of 16 factors. The reliability of the questionnaire was computed calculated by calculating Cronbach's alpha coefficient for each factor and all of them were acceptable amount. Z score was calculated for normalization.

The results showed that various factors play role in shaping students' academic failure. Also, the questionnaire developed to measure the factors related to the formation of students' academic failure, has appropriate psychometric properties and could be used to identify factors associated with students' academic failure.

Mentalization is the cognitive and affective ability to understand the thoughts and feelings of ourselves and others.The purpose of this study was to investigate psychometric indices of Mentalized affectivity scale.

The research method is Psychometrics. The statistical population included all students of Isfahan University of Medical Sciences and the sample size consisted of 303 students who were selected by available sampling method and evaluated by the Mentalized affectivity scale. In order to prepare the Persian version of the Mentalized affectivity scale, the scale was first translated into Persian by one of the PhD students in Psychology, and after removing the ambiguities, it was approved by the professors of psychology at the University of Isfahan. After matching the translated version and the original version and after fixing the existing bugs, the final scale was prepared. In order to accurately measure the validity of the translated tool, its validity and reliability were examined. In order to investigate the validity of the translated instrument, Cronbachchr('39')s alpha coefficient were used to measure the reliability of the instrument. In order to measure the validity of the structure, the translated tool was examined using structural equations and confirmatory factor analysis using Smart-PLS software.

The implementation of confirmatory factor analysis confirmed the three-factor model of the research and obtained the fitting indices. The internal consistency of the scale, based on the Cronbachchr('39')s alpha coefficient, was 0.82 for the total score and 0.82 and 0.70, 0.89 and 0.91 for identifying, processing and expression emotion components. The correlation coefficients for convergent and divergent validity of the scale were statistically significant.

The Persian version of the Mentalized affectivity scale has a high reliability and validity and can be used as a useful tool for clinical research of psychologists and psychiatrists.

paying attention to moral development components in junior high school textbooks, that the students at this age are at a critical stage, is very important. So the aim of this study was to Content analysis of junior high school textbooks based on attention to components of moral development.
 

In this study, "Shannon Entropy" content analysis method is used which, using a new vision, discusses data processing in the content analysis both quantitatively and qualitatively. Texts, questions, and practices were regarded as the unit of analysis. The content of junior high school textbooks was examined based on 7 main components and 14 sub-components of moral development, in 1398 year.
 

The results of the analysis showed that the internal Self-improvement and self-purification component with (90) cases have been the most frequency, and the self-sufficiency component with (0) cases has been least frequency. Also, the highest importance coefficient was related to internal Self-improvement and self-purification component (0.121), and the least importance coefficient was related to self-sufficiency component (0.00006).
 

Findings from frequency of components showed that components of moral development in the junior secondary school textbooks, do not have a normal distribution, so that very little attention is paid to moral development components. Therefore, it is necessary to pay more attention to the components of moral development in compiling the junior high school textbooks.

Students use a set of mental activities while studying to apply different study approaches according to their performance, the nature of the curriculum and their mastery during the study. This study aimed to compare study approaches and academic performance of male and female medical students in the first, second, third and fourth years (basic sciences and physiopathology).

The method of this study is descriptive-cross-sectional.The sample of this study is 287 medical students in basic sciences and physiopathology in Tehran University of Medical Sciences in the academic year 2018-2019 who were selected through Stratified sampling. The tools of approaches to study and learning Were used. Analysis was performed by Anova test.

The results showed that the score of surface approaches to study of first year students is significantly lower than third year and fourth year students.
Third-year students' use of the strategic & deep approach was significantly lower than second, third and fourth year students.

The present study has shown new results on the transition of the use of approaches  to study during the four years of general medicine. Students' use of surface, deep and strategic approaches has grown transitionly and in higher years, the use of surface approach has decreased and more deep and strategic approaches are used.  after the second year due to the different structure of the curriculum, academic failure is observed.