نشریه راهبردهای آموزش در علوم پزشکی
سال هشتم شماره 2 (پیاپی 30، خرداد و تیر 1394)

Many experts believe that critical thinking teaching is effective in social activities and especially interactions. This study aimed to evaluate the effect of critical thinking education on the development of social skills of medical students. This quasi-experimental study with pre-test and post-test was done in 2013. The study population consisted of all first-year medical students at the Urmia University of Medical Sciences that among them 200 patients (100 patients in control group and 100 patients in experimental group) were selected using stratified random sampling method. The social skills of students were studied through Matson standardized questionnaire at pre-test and post-test (after critical thinking education). Data were analyzed using One-way analysis of covariance. Critical thinking education had a significant effect on appropriate social skills enhancement (p=0. 003)، inappropriate social skills reduction (p=0. 005)، reducing impulsive acting and being rebellious (p=0. 002)، supremacy (p=0. 044)، and enhancement of relationships with peers (p=0. 0001). Critical thinking education is effective on development of social skills of medical students.

Evaluation process is done in form of formative and final assessments. Formative assessment should take place with offering feedback. This study was done with the aim of determining the effect of oral feedback on learning results of nursing students at Abadan Medical Sciences School. In this quasi-experimental interfering study، 33 of 5th semester nursing students of Abadan School of Medical Sciences who had passed pediatric training courses during the first semester of 2013-14 academic year were selected by easy and available sampling method (19 people in intervention and 14 people in control group). The data gathering tools were demographic information form، self- done questionnaire in the field of cognitive learning and checklist of learning clinical skills. Every coach was present in both types of training methods. In intervention group، the coach should offer the oral feedback at least one time per day and as closely as possible to student performance. Data was investigated using Chi-square، Mann-Whitney، statistical independent T and paired T tests. In both groups، the average of learner''s scores improve significantly compared to their pre-test in field of cognitive learning (p=0. 001). Also، the differential mean of learning scores among the two groups was significant (p=0. 001). In the field of clinical skills، there was a significantly difference between the average of scores of intervention and control groups (p=0. 001). Oral feedback can improve cognitive learning and learning clinical skills among nursing students.

Approaches to learning are series of mental activities of learners during study which used for more effective receiving، organizing and recalling information. The purpose of this study was to study superficial، strategic and deep approaches to learning among students. Instrument & In this descriptive survey which is done in 2012-13 academic year، 380 students of Zahedan University of Medical Sciences (152 males and 228 females) were selected using a stratified sampling method based on gender. The instrument of this research was the Tait et al revised ASSIST questionnaire. SPSS 20 was used to analyze data by single variant T، independent T، Analysis of Variance، and Bonferroni Post Hoc tests. 179 of students (47. 1%) were using strategic approach، 133 students (35. 0%) were using superficial approach and only 68 (17. 9%) were using deep approach. There was a significant difference in the deep (p<0. 001) and strategic (p<0. 005) approaches between average scores of male and female students. Among the age groups، there was also a significant difference in the superficial superficial (p<0. 01) and deep approach (p<0. 005). More than 80% of students use superficial and strategic approaches that are memory-based and result-oriented. In contrast، students are less oriented to use deep approach to learning.

Academic achievement exams have long played an important role in education and so have been always judged، reviewed and restudied. The aim of this study was to investigate the use of different types of academic achievement exams (evaluation methods) by faculty of Ilam University of Medical Sciences. Instrument & In this descriptive and cross-sectional study، faculty members of Ilam University of Medical Sciences in the second semester of 2013-14 academic year (N=90) were studied by total counting. Data were gathered by a researcher made questionnaire by 29 questions that was assessing the application level of educational progress evaluation methods by faculty members. For data analysis، SPSS 16 software was used and descriptive and inferential statistics (Student T test and one-way ANOVA) were performed. 76 of participants (93. 8%) placed a greater emphasis on the final exam. The most widely used methods for students'' progress evaluation was multiple-choice questions (93. 8%; n=76)، and low used assessment method was 360 degree evaluation (4. 9%; n=4). Comparing of mean scores of participants based on gender and academic degree، were not showed a significant differences، but comparison of the mean scores of participants based on faculty showed a significant difference (p<0. 05). With respect to faculty member''s emphasis on use and application of the final evaluation results and preferably less effort and common procedures، as well as less variety of evaluation methods of students'' progress، paying attention to the new methods of educational achievement evaluation and implementation training courses for teachers is essential.

Cheating as one of the important threatening factors of learning is widespread among students. The aim of this study was to determine the students’ views about of cheating and its coping strategies. Instrument & In this descriptive analytical study، 169 undergraduate students of Torbat Heydariyeh University of Medical Sciences in the second semester of 2013-14 academic year were selected by available sampling method. Data were collected through a researcher-made questionnaire and were analyzed by descriptive (mean، standard deviation and absolute and relative frequency distribution) and analytic (Chi-square and One-way ANOVA) statistic tests in SPSS 11. 5 software. 45% of students have experienced cheating. High amounts of texts (51. 2%) and difficult texts (46. 1%) were the most important cheating factors. Individual conscience (35. 3%) and personal beliefs (33. 3%) were the most important inhibiting factors of cheating. Looking down on others or expose the paper، send and receive answers to questions through gestures and send answers to questions orally، were the common methods of cheating. Unethical phenomenon of cheating needs more attention from masters، educational administrators and researchers. However، many types of cheatings can be controlled by legislation، training and educational management.

Students regulate their study approaches based on teacher evaluation practices. Current methods of evaluating the learners’ knowledge have shortcomings. The aim of this study was to evaluate the challenges of evaluation of learning of medical sciences universities’ students and the impact of these challenges on deliberate practice study approach. Instrument & This descriptive-survey research was performed in all undergraduate، master، and medical students (basic sciences stage) students of Hamedan University of Medical Sciences in 2014 and 357 students were selected by random sampling. Data were gathered using recognizing the challenges of evaluation of students and Deliberate Practice Study Approach questionnaires. Data analyses were done by descriptive statistics، factor analysis technique and Structural Equation Modeling using LISREL and SPSS 20 software. Challenges related to the lack of attention to individual differences (0. 81) had the highest and challenges related to the use of non-objective evaluation (0. 73) had the lowest loading factor. The effect of evaluation challenges on deliberate practice study approach was -0. 74 (p<0. 01). More tangible the educational experiences for students and be done in more interactive environment and in a way their individual differences and abilities be identified and recognized، their challenges in the current practices of evaluation of students are minimized، and affected Deliberate Practice Study Approach.

Cultural intelligence is a new domain of intelligence that can increase students'' adaptation and can influence their learning. The conducted study aimed to investigate the effects of cultural intelligence on self-directed learning. Instrument & This causal-comparative study was conducted in 2015 in undergraduate nursing students of Qom City، Iran. 86 female nursing students were selected from one university of Qom City، using the cluster sampling method. The Ang et al. cultural intelligence and Fisher، King and Tagoe self-directed learning questionnaires were completed by samples. Data was analyzed using SPSS 19 software by ANOVA and multivariate analysis of variance. The mean of self-directed learning، the two components of self-management and willingness to learn، were significantly higher in students with high cultural intelligence than students with low cultural intelligence. However، there was no significant difference in self-control between students with high vs. low cultural intelligence. The higher a person''s cultural intelligence is the higher self-directed learning، self-management and willingness to learn will be.

Continuous evaluation of educational services is important to maintain and promote the quality of education. Students are the main sources of analyzing the strengths and weaknesses of education. This study was done to investigate the educational problems of Mashhad dental school from the students’ viewpoint. Participants & In this qualitative study from April 2012 to June 2012، 25 dental students of Mashhad Dental School in 3 basic sciences، physiopathology and externs stages were participated and were attended in group discussions and their comments on the main goal of the study were recorded. Then the data was given to the students in terms of “a Q sort sample” and results were analyzed using exploratory factor analysis specific to Q analysis. In the first stage of Q analysis the students were classified based on their mindset about educational problems. However، due to the low correlation between the phrases، exploratory factor analysis did not help much to identify the mentalities. Thus، the phrases were classified in four areas by phenomenological method; professionalism، training facilities، training management and evaluation. The most important educational problems of Mashhad dental school from the students’ viewpoint were: lack of sufficient education in professional ethics، the disproportion between the number of student and educational facilities in clinic and preclinic، inappropriate condition of scientific library، not using new techniques for students participation، insufficiency of some clinical courses and criterionless scoring.