نشریه راهبردهای آموزش در علوم پزشکی
سال هشتم شماره 1 (پیاپی 29، فروردین و اردیبهشت 1394)

To determine the effective teaching factors managers، colleagues، teachers’ self-assessment and students'' opinions can be used. The purpose of this study was to compare and prioritizing the effective teaching indicators from teachers and students’ view point. Instrument & In this cross-sectional study، 60 faculty members and 385 students from Nursing، Midwifery، Health and Paramedical، and Medical Sciences Schools of Sabzevar University of Medical Sciences were entered in the study using simple random sampling in 2012-13. Data gathered by bipartite questionnaire containing demographic and prioritizing the most important indicators of effective teaching in four areas of scholarship، teaching methods، the power of communication and personality. Data were collected by SPSS 15 software using descriptive and inferential statistics (Chi-square test). From teachers and students’ view point scholarship in the area of science and technology features، clear transmission of the content in teaching method، justice in evaluating in the area of relationship power and clear and simple expression in the area of personality traits had the highest priority. In the characteristics of knowledge (p=0. 0004)، teaching design (p=0. 0001)، easy access to the teacher (p=0. 003)، generating motivation (p=0. 0001) and re-explanation of the content (p=0. 003) there was no significant difference between teachers and students. From the viewpoint of teachers and students، knowledge characteristics، clear transferring of the contents، justice in evaluating، clear and simple explanation have the highest priority to the of effective teaching aspects. Comparing the priorities in each areas، there are some differences among students and teachers’ view point.

Students’ attitude to the basic sciences courses has a considerable impact in their clinical practice. The aim of this study was to investigate the attitudes of undergraduate and graduate students to the Physiotherapy rather than basic science. Instrument & This descriptive cross-sectional study was done on 151 undergraduate and graduate schools of Physiotherapy and Rehabilitation, Tehran and Iran University of Medical Sciences students using easy access sampling in October and November of 2012. To evaluate the attitude and the importance and effectiveness subscales the West questionnaire was used. Data were analyzed using SPSS 17 software using One-way ANOVA, independent T, and logistic regression tests. There was a significant difference between the sexes in response to items 1, 4, 7 and 8. The attitudes mean and the importance and effectiveness subscales were greater in women in the bachelor fifth and seventh semesters. The attitude and the importance of women were significantly more positive than men in Master degree students of the first semester, but there was no statistically significant difference between the sexes in the third semester of the Master degree students. Bachelor and Master student's positive attitudes toward physical science is affected by their gender and women pay more attention to learn treatment physiologically details, while men are more likely to emphasize on the results of the treatment. By increasing the presence of women in Master degrees their attitude get closer to men.

Teachers as one of the most important and most influential people in students’ life and they have an important effect on their personal and social life. Social adjustment as an important indicator of mental health is an issues which has attracted the attention of many researchers in recent decades. The aime of this study was to investigate the relationship between student's learning styles faculty members and social adjustment. Instrument & This descriptive-correlational study was done in 2014. The study population consisted of all first-year students and faculty of the Urmia Medical University. 220 faculty and 350 students were selected using Cochran formula and random sampling. Data collected by Grasha teaching styles standard questionnaires and California psychological tests. Data were analyzed using Pearson correlation and analysis of variance. There was a significant correlation between specialty-oriented (p=0.042; r=0.15), authoritarian (p=0.02; r=0.14), model-oriented (p=0.17; r=0.03) and facilitates styles (p=0.032; r=0.21) with student's social adjustment, but sthere was no significant correlation between selected style with social adjustment (p=0.23; r=-0.18). No significant relationship was observed between educational degree (p=0.274) and work experience (p=0.583) of faculty members with teaching methods. Specialty-oriented, authoritarian, model-oriented, and facilitates teaching styles are associated with student's social adjustment no relationship is observed between the selected teaching style with student's social adjustment.

The clinical training (Internship) is an essential part of training in the health services fields. This made the students to enhance their range of information and skills. This study was performed to assess the level of satisfaction from clinical training period and the affective factors on its improvement in clinical departments of Babol University of Medical Sciences. Instrument & In this descriptive cross-sectional study in the first semester of 2013-14 education year, 80 clinical students of medical radiation of Babol University of Medical Sciences were selected by census method. Student satisfaction was assessed with a valid and reliable questionnaire. Data were analyzed using SPSS 19 software by Chi-square, ANOVA and Pearson coefficient tests. The students were most satisfied with instructor partnership in training (82%) and the number and variety of patients (90%) and least satisfied with amenities (13.75%), briefing classes (24%) and low physical space (22.5%). Satisfaction of trainers and satisfaction of clinical training quality had no significant relationships with sex and educational field type (p>0.05). The general satisfaction of clinical training had no significant relationship with the type of training but had a significant relationship with the students score of the training (p<0.05). To improve the quality of clinical training, poor amenities of educational centers and lack of educational space should be removed.

Knowledge management is one of the most important success instruments for organizations in the competitive conditions and information era. Setting knowledge management in the organizational system of Medical Sciences’ Universities is required in order to achieve and use the latest research and scientific achievements. So this study aimed to determine the knowledge management components from the viewpoint of the departments’ chairmen of Ahvaz Jundishapur University of Medical Sciences. Instrument & This descriptive cross-sectional research was performed in the society of department chairmen of Ahvaz Jundishapur University of Medical Sciences (60 persons) in 2012 and all of them were studied by census method. Data gathering instrument was a standard questionnaire with 2 parts; demographic data and knowledge management. Data were analyzed by SPSS 17 software using descriptive statistics and non-parametric tests like Mann-Whitney and Kruskal-Wallis tests. The situation of knowledge creation dimension (2.84±0.70) was estimated relatively not appropriate, while knowledge sharing (3.00±0.74), knowledge transfer (3.11±0.61), knowledge application (3.11±0.64), knowledge assessment (3.10±0.77) and general knowledge management (3.01±0.58) were estimated relatively appropriate. There was a significant relationship between samples’ age and the application of knowledge dimension (p=0.009). Knowledge management status seems relatively appropriate from the viewpoint of the departments’ chairmen of Ahvaz Jundishapur University of Medical Sciences.

Critical thinking has the 2 aspects; skill and attitude. The skill aspect will not take place without the attitude to critical thinking. The aim of this study was to compare between problem-based and question-answer learning methods on critical thinking attitude of environmental health students. Instrument & In this quasi-experimental study all 27 environmental health students of Alborz University of Medical Sciences were entered the study by census method. Critical thinking attitudes’ parameters were studied by the California critical thinking disposition inventory (CCTDI) before and after the intervention. The problem-based learning group (14 persons) held some scenarios for studying and investigating and question-answer group (13 persons) held 4 questioning sessions. Data were collected and analyzed by SPSS 17 using independent- and paired-T tests. There were no significant differences between the average of CCTDI scores for problem-based learning group before (278.00±28.14) and after (309.29±13.80) the intervention and also between the average of CCTDI scores for question-answer group before (276.00±7.12) and after (306.62±16.32) the intervention (p>0.05). Both methods caused a significant increase in analytic power, information categorization and self-confidence of students (p<0.05). Using both question-answer and problem-based educational methods can improve the attitude to critical thinking in students.

Development of professional skills of teachers is a key factor in improving the professional performance of teachers and students educational turnover. The aim of this study was to investigate the relationship between the use of basic skills of teaching and improving student's academic performance in Lamerd School of Nursing. Instrument & In this descriptive correlational research, All 95 students who were studying at the School of Nursing, Lamerd State University, Iran, during 2013-14 academic year were entered the study by census method. The instrument was a questionnaire designed by the researchers that its validity and reliability were confirmed. Data were analyzed using descriptive statistics (frequency, percentage, and cumulative percentage charts) and inferential statistics (Pearson correlation coefficient, independent T test and ANOVA). A significant relationship was observed between the use of basic skills of teaching and academic performance of nursing (p=0.001). There was also a significant correlation between the past, during and after teaching skills and students’ academic performance (p=0.001). The opinion of students from various semesters was significantly different about the use of basic skills of teaching by teachers (p=0.001). Academic performance of students improves by increasing of teachers’ basic skills of teaching.

According to the development of e-learning and its high efficiency on the development of Iran’s universities, level of knowledge and the attitude of the students to this modern method of education and indeed students’ skills in using it needed to be assessed to improve the quality and quantity of universities’ education. This study aimed to determine the attitude, knowledge and skill of medical students toward e-learning at Kerman University of Medical Sciences. Instrument & In this descriptive cross-sectional study that was performed in 2013, 196 students of Kerman University of Medical Sciences were selected using proportional stratified sampling method. The research instrument was a valid and reliable questionnaire. Data were analyzed using Pearson correlation coefficient, ANOVA and independent T tests by SPSS 19 software. The level of knowledge and skill of the students toward e-learning was “moderate” and their attitude was “high”. There were significant relationships between knowledge and skill (p=0.001; r=0.82) and also knowledge and attitude (p=0.001; r=0.37) but there was no significant relationship between skill and attitude (p=0.35; r=0.82). The scores of knowledge and skill were significantly different according to sex, but attitude had no significant difference with sex. Kerman University of Medical Sciences’ students have a positive attitude to e-learning but according to their moderate knowledge and skills, performing this method of learning is not welcomed in this university.

Psychologists and educators are trying to understand the differences between people with the power of critical thinking and without it. According to two-factor theory, critical thinking is a result of the interaction between cognitive abilities and personality dispositions. The aim of this study was to investigate the role of personality traits, learning styles and metacognition in predicting critical thinking. Instrument & In this descriptive correlative study, 240 students (130 girls and 110 boys) of Ahvaz Shahid Chamran University were selected by multi-stage random sampling method. The instruments for collecting data were NEO Five-Factor Inventory, learning style inventory of Kolb (LSI), metacognitive assessment inventory (MAI) of Schraw & Dennison (1994) and California Critical Thinking Skills Test (CCTST). The data were analyzed using Pearson correlation coefficient, stepwise regression analysis and Canonical correlation analysis. Openness to experiment (b=0.41), conscientiousness (b=0.28), abstract conceptualization (b=0.39), active experimentation (b=0.22), reflective observation (b=0.12), knowledge of cognition (b=0.47) and regulation of cognition (b=0.29) were effective in predicting critical thinking. Openness to experiment and conscientiousness (r2=0.25), active experimentation, abstract conceptualization and reflective observation learning styles (r2=0.21) and knowledge and regulation of cognition metacognitions (r2=0.3) had an important role in explaining critical thinking. The linear combination of critical thinking skills (evaluation, analysis, inference) was predictable by a linear combination of dispositional-cognitive factors (openness, conscientiousness, abstract conceptualization, active experimentation, knowledge of cognition and regulation of cognition). Personality traits, learning styles and metacognition, as dispositional-cognitive factors, play a significant role in student's critical thinking.