نشریه راهبردهای آموزش در علوم پزشکی
سال هفتم شماره 5 (پیاپی 27، آذر و دی 1393)

In each educational system، educational achievement is the most important indicator of the success of educational and scientific activities and investigating the effective factors on students’ academic achievement is important to education and psychology researchers particularly. The aim of this study was to investigate the role of procrastination، self-regulation and metacognitive beliefs in predicting academic achievement motivation of students. This study is cross-sectional and correlation type. The study was done on all students of Arak University of Medical Sciences in 2012-13. 302 subjects were selected based on systematic random sampling method according to Morgan and Krejcie table. Academic achievement motivation scale، self-regulation scale، metacognitive beliefs scale and procrastination academic students’ scale (PASS) were used to collect data. Data were analyzed by the SPSS 18 software using Pearson Correlation coefficient and stepwise regression analysis. There was a positive and significant correlation between metacognitive beliefs، self-regulation and achievement motivation and there was a negative correlation between procrastination and achievement motivation (p<0. 01). In addition، about 18% of the variance in achievement motivation by procrastination، self-regulation and metacognitive beliefs were explained. Procrastination is the strongest predictor of academic achievement motivation.

Early experiences in clinical environment are emphasized by researchers. The purpose of this study was to evaluate early deal program with clinical environment for the first year dental students of Tehran University of Medical Sciences. In this descriptive-analytical study, 140 first-semester Dentistry students of Dentistry Faculty of Tehran University of Medical Sciences in two consecutive years 2011-12 and 2012-13 were examined using census sampling of which 74 students were students of the October 2011 (group I) and 66 students were students of the October 2012 (Group II). Data were collected using a self-administered researcher-made questionnaire with Cronbach's alpha coefficient 0.82. Data were analyzed by SPSS 18 software using descriptive statistics and Chi-square and Independent-T tests. 59 (79.7%) in the first group and 60 patients (90.9%) in the second group announced this program useful and very useful in initial recognition of dentistry, 58 (78.4%) in the first group and 55 patients (83.3%) in the second group announced it useful and very useful in clarifying of motivation of dentistry choose. The standard score of visit efficacy from clinical sections was significantly higher than non-clinical sections in both groups. Professional behavior and medical ethics and prevention were of important discussed issues. Early deal with clinical environment courses affects basic awareness of dentistry students and clarifying their motivation and from students’ view presence in clinical sections is more suitable than the other sections.

The most important task of the educational system is to prepare students to acquire knowledge and career and cognitive skills to enter the community. Therefore, identifying the factors leading to the students’ academic achievement is very important. This study aimed to investigate the relationship between emotional intelligence and self-concept with students’ academic achievement. This descriptive-analytical study was done on 99 students of Qaen Nursing and Midwifery School in 2012-13 through census sampling. Two standardized Bar-On emotional intelligence and Rogers self-concept questionnaires were used to collect data. Data were analyzed using descriptive and inferential (independent T test and Pearson's correlation coefficient) statistics using SPSS 14 software. There was no significant difference between emotional intelligence, real self-concept and ideal self-concept in male and female students scores, the mean grade was significantly higher in girls than boys (p<0.001). There was a positive and significant relationship between academic achievement and ideal self-concept and also emotional intelligence and ideal self-concept and real self-concept. No relationship was observed between emotional intelligence and academic achievement (mean). The high students’ self-concept is associated to their academic achievements and who they have better self-concept have a good impression of themselves and their abilities and they also have more academic achievement.

People enter to the learning environment with individual differences in the e-learning, so they are very different from each other in the learning yields assessment. This study aimed to investigate the effect of introversion and the extraversion personality types on the participation of learners in the Moodle learning management system. This causal-comparative study was done on 86 Master of Sciences students in the second semester of law and political science of Allameh Tabatabai University in 2013. The subjects were selected by stratified random method based on Krejcie and Morgan table. They performed some exercises in the cyberspace to the computer acquaintance lesson. The Eysenck (introversion, extroversion) and Rabryka Personality Questionnaire were used. Data were analyzed by SPSS 19 software using independent-T and the Two-way ANOVA tests. No significant difference was observed between girls and boys scores in terms of introvert and the extrovert personality traits, as well as the participation rate. But the mean scores of students’ participation in extroverted and introverted personality traits was significantly different. Interaction between personality trait and the gender was not significant on the level of student participation (p>0.05). In the e-learning environment, introvert subjects more participate than extrovert subjects. In other words, in the e-learning, introvert subjects more participate in the activities and interactions.

Interprofessional education is a new approach to empower health sciences learners to provide comprehensive collaborative team care for promotion health consequences of the clients. This study was done aimed to evaluate the readiness of Health Sciences postgraduate students for Interprofessional education and learning. This cross-sectional study was done on 500 postgraduate students of different majors in health sciences using simple and achievable sampling in 2012-13. Data gathered using Readiness for Inter Professional Learning Scale (RIPLS) with the reliability 0.83. Data analyzed by SPSS 18 and descriptive statistics (mean and percent) and One-way ANOVA. The total mean of Health Sciences postgraduate student's readiness for Interprofessional education was above the average. There was no significant difference between professional groups in terms of readiness for Interprofessional education (p>0.05). But in the Nursing group the mean scores in all scale and subscales was more than other groups. Health Sciences postgraduate student's readiness for Interprofessional education is more than the average level.

In the previous studies, the student's participation in teaching is effective in academic achievement enhancement communication skills achievement. The aim of this study was to compare the participatory teaching methods with traditional methods in students’ academic achievement and satisfaction. This quasi-experimental study was done on 21 third-year Nursing students of the Sabzevar University Forensic Medical course in 2013-14. The first 8 session was lecture and the second 8 session was participatory. At the end of each method, scientific tests with the same level of difficulty was held and the students were completed the satisfaction questionnaire which its validity and reliability had been confirmed. Data analysis was done by SPSS 16 and independent-T test. The mean score of the participatory method was significantly higher than the lecture method (p<0.0001). Of the students’ view participatory method leads to increase in learning motivation (66.6%), intimacy and students’ communication (80.1%), group discussion inside and outside the classroom (81%) and learning (80.9%). Also, the total mean of satisfaction was higher in the participatory group significantly (p<0.0001). The new participatory methods in the theory classes of Medical University can enhance students’ learning and understanding and improve their communication skills level.

Understanding the components and analyzing the relationships among the various components of the teaching quality from the professors’ view point can help better analyzing of teaching quality. This study aimed to analyze the relationship between the factors influencing the teaching quality of teacher's attitudes using structural equation modeling. This cross-sectional study was done in 2013. 396 professors and faculty members were elected from Medical Sciences University of Tehran selected by simple random sampling method. Siraj teaching quality questionnaire was used to measure teaching quality. Data analyzed by the Lisrel 8.8 software. To evaluate the models’ fitting, the GFI, AGFI, RMSEA parameters and Chi-square test were used. Interpersonal relations component showed the greatest effect to improve the quality of teaching. The highest factor loading of the lesson plans component was with teaching component (0.11), the highest factor loading of teaching component was with teaching component method (0.34) and the highest loading factor of teaching evaluation component was with teaching component (0.34) and the loading factor of interpersonal relations component the highest factor loading was associated with teaching evaluation component (0.36). Also, regarding RMSEA, AFGI and GFI, the structural relationship analysis modeling had a good fitting among the components of teaching quality. Interpersonal relation component is the most important component among the other teaching quality components and structural equation modeling show that the relationship between various factors and their interaction should be appropriately identified.

Social intelligence is one of the factors that play a significant role in the success or failure of individuals. Faculty members should be aware of social intelligence capabilities to improve student learning and enhance their performance and try to improve it. The purpose of this study was to investigate the relationship between social intelligence and its components (social information processing, social skills and social awareness) with the faculty members’ performance. This descriptive-survey study with correlational method was done on 242 Urmia University of Medical Sciences faculty members in 2014. Samples were selected with Morgan table using cluster sampling. Data were collrcted by Tromsø Social Intelligence Scale. Data were analyzed using SPSS 18 software using descriptive and inferential statistics (Independent-T test, Pearson correlation and stepwise regression). There was no significant difference between mean scores of social intelligence in men and women. There was a positive and significant correlation between faculty members’ performance with social intelligence and its components including social information processing, social skills and social awareness. Also, the whole social intelligence scale predicted 8% of the total teachers’ performance variance. All aspects of social intelligence (social information processing, social skills and social awareness), are explained the teacher's performance.

Nature and type of learning content in different medical science courses, makes using multimedia facilities essential to facilitate learners’ learning. This study aimed to investigate the impact of teachers’ preparedness and Hamedan Medical Sciences University infrastructures for effective implementation of e-learning technology based on Technology Acceptance Model (TAM). In this descriptive-analytical study, 183 Hamedan Medical Sciences University faculty members were studied using random sampling method and Cochran formula in 2014. Data collected by two questionnaires and one check list. Data were analyzed using correlation coefficients, confirmatory factor analysis technique, structural equations modeling and path analysis using LISREL 8.5 software and SPSS 18. Teachers preparedness was in the relatively ideal in the student's knowledge and acceptance domains and it was in the medium level in cultural factors domain. In the infrastructure sector, availability and references, human resources and financial support domains were the most important problems, respectively. Teachers’ preparedness and infrastructures had significant effect on the subjective perception of usefulness and ease of using of e-learning and these two components had positive and significant effect on attitude toward using and intention to use the technology and as a result using technology, practically. E-learning technology acceptance model can be applied in the studied society due to the significant impact of teachers’ preparedness and university infrastructures and appropriate fitness indices.

The correct implementation of the fundamental tasks and key roles in training requires quality. Evaluation of different educational courses is considered as a necessity to improve the quality of the courses. This study was done to evaluate the modular training courses of higher management of family physician in Iran. This descriptive cross-sectional study was done in 2014 on 218 family physician students and 34 university teachers and authorities of family physician course using cluster sampling. Data collected by two researcher-made questionnaires to assess students’ view and university teachers and the authorities. Data analyzed using SPSS 16 software, central and dispersion parameters and One-way ANOVA. Students agreed with all the determined fields in this evaluation and the highest level of satisfaction was related to the length of the course and the lowest level of satisfaction was related to the performance. Teachers and authorities agreed with the organization of the course content, duration, courses presentation and educational resources and disagreed with the performance, application of the courses, comprehensive evaluation and the cost. The highest university teacher's satisfaction was related to the course duration and the lowest satisfaction was related to cost. Evaluation of modular training courses of higher management of family physicians in the selected medical universities is in the average relatively satisfactory in Iran.

Educational scaffolding is a kind of supporting that will help to learner to learn for solving the problem. The purpose of this study was to investigate scaffolding educational strategies and development of the educational scaffolding framework in the problem-solving learning environment. This mixed study includes qualitative and quantitative sections. Qualitative content analysis method was used in the qualitative section and comparative survey research method was used in the quantitative section. In content analysis, 47 articles were evaluated according to the criteria. To form the proposed model, the obtained data were combined. The researcher-made questionnaire was used whose validity was confirmed by 5 experts in the Educational Sciences field. To validate the proposed model, 20 experts from the educational sciences field were selected by purposefully and the proposed model was validated based on their views. The results were analyzed using SPSS 18 software. Generally, experts had positive assessment to the proposed framework. The question related to the educational scaffolding strategies for the unstructured problem-solving learning environments (Question 7) obtained the lowest score and the question related to the effectiveness of the framework in the computer-based learning environments (Question 11) received the highest score. Development of the optimal scaffolding strategies is essential to design the learning environments.