فصلنامه توسعه ی آموزش جندی شاپور
سال چهاردهم شماره 3 (پیاپی 48، پاییز 1402)

The purpose of this study was to investigate the effects of enhanced expectancies and external focus of attention on learning a medical motor skill.

Participants included 80 medical students in the preclinical phase and were randomly divided into four groups: external focus, internal focus, social-comparative feedback, and control group. The motor task included vertical suturing. After the pretest, all participants practiced suturing for five days. During the training phase, the external focus group was told to focus at the rupture site on the mannequin while performing the skill, while the internal focus group was told to focus on the fingers. The social-comparative feedback group received positive feedback at the end of each day and were told that they performed better than the previous day. The control group did not receive any feedback or instructions. The retention test was performed one week after the acquisition stage. Suturing quality, self-efficacy, and focus of attention were measured as dependent variables. 

The findings of the present study supported the optimal theory and showed the components of external focus of attention and enhanced expectancies can be effective in optimizing performance and learning motor skills in the field of medicine.

The results showed that the external attention focus group had the best performance compared to the other groups in the acquisition phase and retention test;   and also, the social-comparative feedback group performed better than the control group. In addition, social-comparative feedback improved the level of self-efficacy. Finally, the instruction for external focus of attention led participants to focus on the goal of the motor task while performing the skill.

With the beginning of the Covid-19 period in the world, many higher educational institutions and universities faced serious challenges in their current processes. One of the most important challenges that emerged in universities was the rapid transition to teaching-learning processes, which caused the emergence of many cheating or cheating behaviors in the virtual and online platform. Many environmental, organizational, individual, and personality factors can be effective in the formation and occurrence of these deviant behaviors, but psychological and personality factors, including narcissism and its dimensions, play an important role in the occurrence of such behaviors.

The present study examined the prediction of online academic cheating of post graduate students and the role of narcissism characteristics and its dimensions in Urmia University. This study assessed online academic cheating among 565 graduate students. The research population included all the students of Urmia University, and hence according to the target population, multi-stage cluster sampling method was used. A researcher-made questionnaire was used to collect data in this research.Findings and

The findings of the research showed that narcissism was a predictor of online academic cheating in post-graduate students and among the narcissism dimensions of self-sufficiency, it predicted cheating more. Therefore, the ambitions of narcissists for academic advancement led to online academic cheating in the university, and in the corona situation, this issue showed itself more than ever.

Critical thinking is used to improving individual skills to determine the value and advantages of a phenomenon, factor or, information.

The current descriptive research was conducted using a cross-sectional survey method. The research population included 260 graduate students of Ahvaz Jundishapur University of Medical Sciences who randomly participated in the research. Exploratory factor analysis, confirmatory factor analysis, difficulty factor, and discrimination factor were used to standardize the test.

The findings of the exploratory factor analysis led to the identification of a model with 28 items and four factors "evaluation", "analysis", "deduction" and "interpretation". This model with an internal similarity of 0.832 can explain more than 41% of the changes in critical thinking. The correlation between all identified factors was positive and significant. The findings of confirmatory factor analysis showed CFI=0.861, GFI=0.838 and, RMSEA=0.049 and indicate the confirmation. Findings of difficulty and discrimination indices showed that more than half of the test questions are difficult and have a weak ability to distinguish between strong and weak students. Also, 4 questions had a discrimination index of zero or negative.

California Critical Thinking Test Form B is norm and valid for Iranian students. However, due to the high difficulty of more than half of the questions and their weak ability to distinguish weak and strong students, it needs to be modified for use in Iranian students.

Considering the role of higher education in training specialized and committed personnel and the feeling of the need to develop a comprehensive and comprehensive set that deals specifically with the components of professional ethics in higher education and the need to train teachers, the present study aims to provide a model of professional ethics. Professors in the higher education system. 

The present study was conducted qualitatively. In this method, two parts of content analysis and content analysis of interviews were used. All scientific and documentary texts related to the theory of professional ethics education in higher education, including first or second hand books and articles in the present study were considered as a statistical and sample population. Data were analyzed using open and axial coding and content matrix formation and analysis. In addition, the analysis process was performed through maxqda quality analysis software.

By reviewing and merging 314 basic themes, 24 organizing themes for professors' professional ethics were identified and a network of professional ethics themes was drawn. Accordingly, professional ethics in higher education, including 7 main categories of educational ethics, research, personal, organizational, financial, interactive and cultural ethics were shown.

Finally, the final pattern of the combination of document analysis and interviews was drawn by the meta-combination method. University officials are advised to recognize the professional model of professors and take steps to promote professional ethics in higher education.

Many people want to be successful, but few have a comprehensive definition of success. As a result, their actions are directed in different directions, some towards success and many others away from success. Based on this, the aim of the current research was to design a model of a successful doctor based on goal and professional orientations. This qualitative research was conducted using the seven-step method of Sandelovski and Barroso. The metacomposite team consisted of three experts in curriculum planning and one expert in metacomposite research. 17 related research sources were the basis of the analysis, the result of which is the extraction of 12 types of goal and professional orientation. The validity of the data was confirmed by using the techniques of reliability, transferability and alignment of data and trustworthiness of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of researchers. The results showed that the model of a successful doctor can be divided into two main themes: goal orientation (including proving one's ability to others, the desire to perform difficult tasks beyond one's current ability, making every effort to avoid failure, etc.) and orientation Professional (including diagnosing the disease, paying attention to the symptoms of the disease, making the right decision, etc.) Based on the results of the research, on the one hand, educational planners can have a wide range of experiences, on the other hand, many psychological factors such

The present research was conducted with the aim of identifying, compiling and validating entrepreneurial education indicators for sustainable employment generation in Islamic Azad Universities of Tehran. The research method was applied according to the purpose, applied according to the type of data, qualitative according to the time of data collection, cross-sectional and according to the method of data collection, content analysis. The statistical community included the professors of the Islamic Azad Universities of Tehran in 1400-1401 and the officials with experience in the Islamic Azad Universities. The method of data analysis was using MAXQDA software. The results showed that the components and dimensions of entrepreneurial education in Islamic Azad Universities of Tehran include the goal (entrepreneurship knowledge, entrepreneurial attitude, entrepreneurial skills), structure (entrepreneurship content, entrepreneurial support, entrepreneur professor) and method (based on direct transfer, based on interaction, based on the central issue) as well as the components and dimensions of sustainable employment, including organizational dimensions (management, organizational changes in the university, organizational infrastructures) and environment (supporting infrastructures, legal infrastructures and market features). based on side interviews with experts in the field of entrepreneurship and job creation in Islamic Azad Universities of Tehran, the components of the model for the purpose of implementation included entrepreneurial education including the goal, content, teaching/learning methods, structure, evaluation, process, resources and equipment, which The basis of the final model was presented, and the results showed that it had good validity.

Biochemistry is one of the basic and difficult courses that teachers have to spend a lot of time on. With the emergence of new technologies, blended learning is possible. The aim of the study was to investigate the attitude of dental students towards e-Learning and blended learning interactive tools. This quasi-experimental pre-test post-test study was performed on 60 dental students of Shiraz University of Medical Sciences who were selected by census method. A researcher-made questionnaire including 19 questions on attitudes toward e-Learning (Attitude about the nature, application, and consequences) and 9 questions measuring interactive tools on a six-point Likert scale with a cut-off line of 3.5 were used. The validity of two questionnaires was confirmed by 10 experts’ views. The reliability of the attitude questionnaire was 0.957 and for interactive tools was 0.91 Cronbach's alpha. Data were analyzed with SPSS-22 software and paired t-tests, one-sample t-tests, independent t-tests, and ANOVA. The total score of attitude after the intervention was significantly different compared to the pre-test (P=0.004). In subcomponents; for concept of e-Learning (P<0.001), and its application (P=0.004) showed a significant improvement. The most desirable interactive tools of blended learning are podcasts (M=4.14+1.36), presentation of short lectures (M=4.14+1.52), questions-answers in the classroom (M=3.94+1.51), and multimedia (M=3.78+1.55) to be significantly more effective. There is no significant difference was observed in results by gender, grade, and computer access (P>0.05). It seems that blended learning using the strengths of face-to-face and online learning can be a better way of education. In addition, live teacher-student interactions provide more opportunities for good instruction.

One of the strategies for the sustainability of 21st-century organizations is organizational development and adaptation to rapid change and transformation so that organizational development can provide the necessary ability to respond to environmental requirements by purposefully improving capabilities and competencies to Make the organization more effective. This concept is closely related to service quality.

The hospitals of the University of Medical Sciences and the hospitals of the Social Security Organization of the Southwest of the country have been selected as a case study. Based on the framework of the proposed method, while designing the development questionnaires, service quality and organizational structure, their validity and reliability were checked and then the questionnaires were distributed and collected among the statistical sample. In the following, the statistical sample was first described, then the normality of the data was checked, and considering that the data were normal, independent t-test, Duncan's test and one-way analysis of variance were used to determine the relationship between the variables.

The results show that t-statistic indicators of development, quality of educational services, and organizational structure are greater than 1.96; Therefore, it can be said that based on the level of significance, these indicators are desirable in these hospitals. The correlation study's results also show a difference between development, quality of educational services, and organizational structure in thes

The purpose of this study was to explain the effectiveness Glaser’s Choice Theory training on quality of life and responsibility of paramedical students.

The method of this study was a quasi-experimental study with a pre & post-test design with a control group. The statistical population of this study included all paramedical students about 490 students in the academic year 2020-2021. Forty students were randomly divided into two experimental groups (n = 20) and a control group (n = 20) using the available sampling method. The two Quality of Life Questionnaire (SF-36) and Gaffe Responsibility Questionnaire were used to collect data. Then independent variable (selection theory training) was performed on the experimental group in 10 sessions during 120 minutes. Next, data and results were analyzed using descriptive statistics and inferential statistics through SPSS 21 software.

Findings of this study showed that the teaching method based on choice theory had an effect on students' quality of life and responsibility (P <0.05). Hence, the quality of life and responsibility of students in the experimental group had significantly increased under the influence of choice theory training, although, no significant changes were observed in the control group.

To conclude, the test of research hypothesis showed that group-teaching based upon choice theory had a significant positive effect on quality of life and responsibility of students due to recognition of psychological problems, familiarity with 10 important principles of choice theory, the importance of self-control behavior, responsibility and self-worth, change of beliefs, thoughts and attitudes.