نشریه راهبردهای آموزش در علوم پزشکی
سال چهارم شماره 4 (پیاپی 14، زمستان 1390)

The aim of process-based learning is exploration, problem-solving, reading in search of meaning, use of reasoning in writing and independence in learning. The present research aimed at determining the role of non-affiliated institute exams on math improvement of high school students. This cross-sectional descriptive study was performed with post-facto method on high school female students of Semnan during 2009-10. 156 students were selected based on Morgan’s table of sample size through cluster sampling method and filled the questionnaires. The data collection tools were the Exam Anxiety Questionnaire, Study Skills Questionnaire, Mathematics Attitude Questionnaire, Rosenberg’s Self-Esteem Scale and the data on better comprehension of mathematical concepts. The data were analyzed by SPSS 16 software using independent T-test in order to compare the means. The self-esteem and the mathematical concept were significantly higher among the students who didn’t participate in non-affiliated institute exams compared to the students who participated in non-affiliated institute exams. There was no significant difference between the two groups considering the first and the second semester math scores, study skills, math attitude and test anxiety. The attendance of high school students in the math exams of non-affiliated institutes doesn’t affect their study skills, test anxiety, academic achievement and mathematics attitude and will reduce their self-esteem and mathematical concept compared to the students who do not attend these exams

Rating of university professors’ teaching quality is of special importance. Due to the numerous contradictions that exist in major rating factors, the aim of this study was identifying the viewpoints of Gilan University faculty about the qualification of students to rate them and the method of evaluation. This survey was carried out through systematic randomized sampling on the faculty of Gilan University in 2008-2009. The needed data were collected by a researcher-made questionnaire after confirming its validity and reliability. Descriptive statistical methods and nonparametric Chi-square test were used for data analysis using SPSS 16 software. 69 subjects (82.14%) were agree with faculty rating by the students. 48 subject (57.14%) believed that the rating must be done by all the students and 70 subjects (83.33%) declared that it is better to rate faculty in the last session of each class. 53 subjects (63.09%) mentioned the best rating interval as “two academic semesters”. 26 subjects (30.95%) believed in giving priority to the rating factors as “scientific quality, teaching quality and the instructor behavior”. The university professors’ rating must be carried out with the help of students. The rating forms must be given to all the students instead of only a sample of them and the highest scores should be respectively allocated to the scientific quality, teaching quality and instructor behavior in order to prevent students from rating the faculty only considering their personal characteristics.

The world has evidenced major economic, social cultural and educational changes during recent decades. Experts believe that these changes are generally the result of improvements in information and communication technology. The aim of this research was evaluating the e-government realization rate in the Shahid-Chamran University of Ahwaz based on the United Nations’ model. This descriptive survey study was carried out in the Shahid-Chamran University of Ahwaz in 2010-2011. The statistical population of this research consisted of all Ahwaz Shahid-Chamran University employees and 200 employees were selected by simple randomized sampling. The data collection tool was a researcher-made 45-question questionnaire. The statistical methods used in this research were central and distribution indices and one sample T-test. Data were analyzed using SPSS 16 software. The mean of e-government situation in the Shahid-Chamran University of Ahwaz was at the end of the “enhanced” stage considering the electronic services (2.9) and the rapid answering of clients’ e-mails (2.98) and was in the “interactive” stage considering the rest of studied elements from the university employees’ viewpoint. The mean of current e-government situation was 3.34 ± 0.39 from the staff’s point of view that showed it to be in the “interactive” stage. E-government is in the 3rd (interactive) stage in the Shahid-Chamran University of Ahwaz with the mean of 3.34.

Education in 21st century considers 4 components; “learning to know”, “learning to act”, “learning to live” and “learning to live together”. Today, inclusive education is one of the most striking and conflicting subjects in front of the policy makers and teaching professionals throughout the world. The purpose of this study was to evaluate the success of the inclusive education in the viewpoint of the primary school teachers of Sari city. This descriptive study was performed in 2010 in all regular, exceptional and connector teachers of primary schools of Sari city and all 60 teachers were entered to the study by census method. Data gathering instrument was the second edition of “special education research organization” questionnaire. Using SPSS 18 software, descriptive and analytical statistical including one-sample T and Friedman tests were used to analyze the data. Performance of inclusive education was successful in management of school affairs, students social development, emotional development, social status and situation, self-identify of students with specific needs, interaction of ordinary students with students with specific needs, and kind of behavior of ordinary students. But it was not successful enough in educational affair of students with specific needs. Inclusive education performance is useful in developing different educational aspects of the students with specific needs.

Evidence-based care is a process by which nurses can make proper clinical decisions through using the evidence coming from existing studies. Today, the evidence-based education is of great attention in nursing education with the aim of serious, clear and logical use of common evidence for decision-making. This study was carried out with the purpose of studying the impact of clinical education with evidence-based method on the quality of patient care. In this quasi-experimental study that was performed on nursing students in 2010, 40 nursing students who were passing the 7th academic semester were selected through purposive sampling method. Two groups underwent educational intervention based on common and traditional care methods and two groups underwent educational intervention through evidence-based care methods by a single trainer who was a faculty member and each group passed a weak of apprenticeship. Data were analyzed by Chi-square test, independent T-test and paired T-test using SPSS 16 software. The mean score of patient care was 80.0 ± 6.0 in the evidence-based group and 73.67 ± 4.5 in the traditional group. The mean of knowledge scores before and after the study was respectively 58.45 ± 15.47 and 71.8 ± 10.91 in the evidence-based group and 59.05 ± 15.8 and 67.8 ± 13.89 in the traditional group. Applying the evidence-based education in clinical nursing cares is as effective as traditional education methods and would also improve the knowledge and skills and result in high-quality nursing care.

Assessing faculties’ attitude toward the student ratings can eliminate the existing shortcomings and provide the requirements for utilization of the results of such ratings. The purpose of the study was to compare the rating scores of faculties with positive and negative attitudes toward the student ratings in Jondi-Shapour University of Ahwaz. In this cross-sectional descriptive study performed during 2010-11 in Jondi-Shapour Medical University of Ahwaz, the rating scores of 184 university professors were evaluated by census method. Data were collected using the Attitude toward Student Ratings instruction questionnaire (ASRI) and the Student Ratings of Instruction (SRI) form. Data were analysed by SPSS 15 using independent T-test, factor analysis and Pearson correlation coefficient. The mean rating score of faculties who were agree with student ratings was 4.19 ±0.35 and the mean score of the disagree faculties was 3.87±0.38. A significant difference was observed between the mean rating scores of faculties and their attitudes toward the student rating results (p=0.001). There is correlation between the student ratings and the obtained scores from the students. Faculty members with positive attitude towards the student ratings, obtain higher rating scores.

Nowadays information and communication technology is considered as an influential tool in dealing with the challenges in the medical fields. Therefore, the main purpose of this study was to investigate the effectiveness of using educational, managerial, executive and motivational solutions to apply information and communication technology in medical fields from the viewpoint of Shahed Medical University students. This descriptive study was carried out during 2010-11 academic year through survey method on 380 subjects. 192 students were selected by simple random sampling. A researcher-made questionnaire was used as the data collection tool based 5-option Likert scale that in 4 educational, managerial, executive and motivational dimensions. One-Sample T-t est, independent T-test and one-way ANOVA test were used for analyzing the study questions. “Holding the courses of internet, intranet and extranet in medical fields” was the most important quote in educational solutions; “Providing information and communication technology magazines for the university library, dormitory and hospital” was the most important quote in managerial solutions; “The tendency of university to apply information and communication technology in administrative fields” was the most important quote in executive solutions and “Providing financial support for the students to buy computers or laptops” was the most important quote in motivational solutions. The mean score was 3.73 ± 0.47 for men and 3.78 ± 0.47 for women (p<0.05). From Shahed Medical University students’ point of view, the effective use of educational, managerial, executive and motivational solutions in effective in application of information and communication technology in medical fields.