Journal of Medical Education Development
Volume:6 Issue: 12, 2014

Electronic learning is a pre-constructed and programmed use of electronic system and computer for supporting the process of learning. The goal of electronic training is to enable anyone to use machines for learning purpose. The aim of this study is to investigate the obstacles to the development of E-learning in educational system in Shahid Chamran University. This study has been done with a combination of qualitative and quantitative methods. Samples consist of 163 people at Shahid Chamran University. Stratified random sampling was used. Descriptive and inferential statistics were employed for data analysis. We found that administrative، technological، organizational، and individual factor s were significantly effective on challenges in the e-learning program at Shahid Chamran University. The mean values for the mentioned factors were 4. 07، 4. 03، 3. 85، 3. 83 respectively. A combination of the mentioned factors is effective on e-learning for higher education

Experiences that the learners gain in the education system is not limited to the explicit curriculum; other factors in the form of a hidden curriculum have a significant role in shaping students'' learning. The purpose of this research was to study the hidden curriculum components in Kashan University of Medical Sciences based students'' views. This was a descriptive- survey study. The statistical population included all students of Kashan University of Medical Sciences in 2012- 2013 of which 111 students were selected by random stratified sampling method. To collect research data، we used the hidden curriculum questionnaire with 36 items، whose reliability coefficient was computed through Cronbach alpha (0. 86). The questionnaire''s content validity was confirmed by a panel of experts. Data analysis was carried out by descriptive and inferential statistics using SPSS statistical software. Findings showed that hidden curriculum mean (3. 26) was higher than average (3). Also، there was not a significant difference between the students'' views about the hidden curriculum. Change and improvement of the hidden curriculum elements is necessary.

Evaluation in medical educational is very important. The aim of this study was to compare the view of students and faculty members about teachers'' online evaluation at Arak University of Medical Sciences. This is a cross- sectional study which was carried out with 758 students and 122 professors at Arak University of Medical Sciences in 2011. Data was collected with a reliable and valid questionnaire (consisting of safety، evaluation of environment، accuracy and economic items) with 5-choice Likert scale. T-test was used for data analysis. Results showed that the mean score of teachers and students with regard to online teaching method was 62. 35 ± 7. 30 and 57. 89 ± 12. 31 respectively and that the difference was significant (p<0/001). Considering the positive attitudes of teachers and students toward online evaluation method، using this method is recommended.

One of the problems in the evaluation process is lack of clear item prioritization of evaluation tools. Given the importance of assessment for sound judgment، this study was done to compare the students'' and professors'' views about the priority of clinical assessment tools. The present study is a descriptive-analytical study with 30 nursing students (the target group) and 10 faculty members (panel of experts) from the dialysis unit. At the beginning، priotity items were used to assess the importance of students'' views and to prevent possible failure of students to respond to open questions of the questionnaire. Then، Tthey were analyzed using nominal group technique. Later، content validity index was calculated using the opinions of the teachers. Tools for prioritizing was developed and were given to the students and teachers. Data were collected and analyzed with SPSS software using descriptive and analytical statistical tests. Findings showed that there was no significant difference (p> 0. 05) between the teachers'' and students'' options regarding item prioritization. However، after collecting opinions of the students and the teachers about the items، we found that both teachers and students had chosen high-prioritized items. clinical evaluation tools are helpfut at dialysis unit.

The educational environment may be varied in different teaching and learning areas whether it is close to or away from standards. Educational climate is a representative of curriculum، dominant spirit on schools، and educational programs. Learning environment is a determining factor and is an indication of students'' perception of their embedded learning circumstance. This study aimed to investigate the views of the students about their learning environment based on DREEM model. This cross-sectional descriptive analytical study was conducted in 2011 on 148 medical and paramedical students using cluster sampling method. Data was gathered by DREEM questionnaire consisting of learning، teachers، and students’ perception of academic ability، educational climate، and social environment domains. The questionnaire total score was categorized in five groups; undesirable (0-50)، semi desirable (51-100)، somewhat desirable (101-150)، good (151-200)، and very good (201-250). Data was analyzed using descriptive and analytical statistics with p<0. 05. 3. 4 percent of the students perceived educational climate as very satisfactory، 67. 6 percent as favorable، 28. 4 percent somewhat favorable، and 0. 7 percent as low. There was a significant relationship between gender and educational climate (p<0. 05). The male students had more positive view toward educational environment of the university than the female peers. The majority of the students perceived the educational environment of the university as optimum. Male students had more positive view toward educational climate of the university than the female ones.

Learning Style is one of the most effective factors in academic achievement. Hence، attention to learning style is essential to success in any educational system. This study was conducted to investigate relationship between learning styles، and academic achievement among students of Zanjan School of Nursing and Midwifery in 2013. In this cross-sectional study 208 students who enrolled at least one semester in the School of Nursing and Midwifery were randomly selected. The instruments of collecting data were Kolb Learning Style Inventory (3. 1-2005) and a demographic form. These questionnaires were given to subjects in accordance with established ethical codes. The collected data were entered SPSS (18) and analyzed using descriptive and analytical statistics. The results indicate d that the highest mean belonged to abstract conceptualization learning styles (76. 5 ± 35. 33) and the lowest to actual experience (22. 6 ± 16. 26) respectively. In other words، most of the students in this study could benefit from the assimilating and diverging learning styles in their learning. There is a significant relationship between active experimentation learning style and students'' academic achievement (r= 0. 136، p= 0. 05). Since the majority of the student learning styles were assimilating and diverging، and there existed a significant relationship between the students’ learning styles and their academic achievement، teachers are advised to take practical steps to involve them in analytical and explanatory teaching.

There are many accredited free open access journals in medical subjects. We do not know how much researchers in this country are aware of them. The aim of this study is to learn about the knowledge of faculty members of Zanjan University of Medical Science about such journals. This is a descriptive cross- sectional study. The questionnaires were made after a pilot study to check the validity of the questions. Of 189 faculty members 95 filled out the questionnaires. Data were analyzed using the Chi-Square testes. The frequencies and the means were also calculated. 34. 7% of the participants were familiar with free open access journals، but most of them were unaware of the following points: validity of articles، suitability of reviewers، copyright declaration، and financial resources. However، most faculty members believed that free electronic information sources provide the opportunity for high citation. There are high impact factor journals which are widely available and publish articles earlier than others. Most of the participants believed that two important benefits of e-journals are easy accessibility and being free of charge. Most participants of our study were not fully familiar with free open access journals. It is recommended that faculty members be made more aware of such journals.

Higher education is fundamental for national development. Education quality is an important factor for education output. The present study seeks to delve into investigating the gap between perceptions and expectations of educational service in Management and Medical Information School of Shiraz University of Medical Sciences. This was a descriptive cross ‐ sectional study. 247 students of Management and Medical Information studying at Shiraz University of Medical Sciences were selected. Data gathering tools were SERVIQUAL questionnaires which include five factors (tangibility، reliability، responsiveness، assurance and empathy). Data analysis was carried out using SPSS 15 software and statistics including absolute ANOVA and t-test were employed. The results of the t-test revealed a meaningful difference between the students’ perception and their expectation about 5 factors (tangible elements، Reliability، assurance، accountability، collaboration). The students rated ‘empathy ’as having wide gap (-7، 11) and ‘tangible’ as having the narrowest gap of the 6 factors (-3، 72). The results between gaps revealed all quality factors were significant relative to course and course level (0. 0001=p). The results indicated that quality of educational services in the school was minimal، and there was a big gap between expectations and perspectives. Therefore، proper planning to enhance service quality and correct the deficiencies is needed.

Using personal time management skills is one of the most important factors in academic achievement. Students can use it to plan and organize their time schedule. This study was performed to investigate using personal time management skills and its relationship with time spending satisfaction. This cross-sectional descriptive-analytic research was performed in 2010 with 332 students of Zahedan University of Medical Sciences. Samples were selected through stratified sampling and in each category by systematic sampling. A questionnaire was used to measure students’ time management skills in four aspects. Validity and reliability of the questionnaire was assessed. Data were analyzed by SPSS software. Students’ personal time management skills was from moderate to low. Students’ performance was better in time planning aspect and poorer in commitment to implementing aspect. Students’ were relatively satisfied with time management. There was a significant relationship between students’ personal time management skills and students’ time satisfaction. Students of School of Rehabilitation Sciences were the best and students of Health School were the poorest in time management. Female students'' scores were higher than those of males. Students’ personal time management skills were less than average. Thus، it seems necessary to plan for improving students'' time management skills in order to enhance their satisfaction.

This research is an endeavor to study the effect of attitudes and motivation on learning English language amongst medical students of different fields. The participants included 100 students from Zanjan university of Medical Sciences attending an English course for two hours per week. A combination of Garneder’s questionnaire of attitudes and motivation with that of Flaitz’s was used to collect the necessary data. The collected data were analyzed by means of SPSS software. The results showed that positive attitudes and high motivation have a strong impact on the students’ interest in learning. Teachers ought to focus on the dynamic process of language learning and act as initiators to motivate language learners. The data have also pedagogical implications for teachers of English language courses.