مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال سیزدهم شماره 1 (بهار 1397)

Development of societies depend on the level of education and the quantitative and qualitative development of the educational system, in particular the higher education system. Considering the importance of the problem-oriented model in increasing the effectiveness of education in, the purpose of this study is to introduce an effective problem-oriented model to promote medical science education.
This quasi experimental study was conducted on 43 students of the Faculty of Midwifery, Islamic Azad University- Larestan Branch in 2016. The sample was selected according to convenient sampling method. 23 students were enrolled in the experimental group and 20 in the control group. The research instruments included two attitudes and satisfaction questionnaires as well as a graduation test. The content validity was used as a validation tool. The reliability of the satisfaction and attitude questionnaire was 87% and 83%, respectively according to Cronbach's alpha and the reliability of the course test was 91% according to the Kurdr -Richardson method.
Findings: The results of this study indicate a general improvement in midwifery education in three areas of attitude (p This model can be used in general medicine and midwifery education in particular.

Evaluation is a principle of educational processes Comprehensive examination is one of evaluation types that is recently considered in undergraduate nursing, but its structure has not been specified and universities are responsible for examining it. The aim of this study is to design a comprehensive and practical test for undergraduate nursing students.
This modified classic Delphi method was conducted in two stages in 2016. The participants were academics of the nursing and midwife school, educational supervisors, head nurses, nurses and students of Mashhad University of Medical Sciences. Thirty six participants were selected based on major purpose. The first part was designed in order to extract indexes and components of comprehensive examination by literature review and deep interviews after a comprehensive examination was codified in three rounds (face to face and online). The collected data were analyzed based on the percentage of agreement and IQR methods.
In this study, the framework of the comprehensive test was codified based on four sections including content, assessment methods, holding conditions of exam and acceptance criteria. Content was included adult and elderly nursing courses, pediatric nursing, maternal and child health, family health nursing, psychiatry and ethics. The OSCE and DOPS methods were determined as the most appropriate method for evaluating clinical skills. Passing mark was considered 14/20. In addition, other criteria for acceptance and rejection, appropriate examination centers, duration, execution time and implementation team.
Indices comprehensive test have been adjusted according to the perspectives of nursing and education experts, global trends and local conditions can be used for the nursing and midwife School in order to facilitate accessing desired goals in this evaluation.

Students from any country are considered to be intellectual and Spiritual assets of that country. The effectiveness of each educational system is the degree to which students learn their academic achievement, test anxiety negatively affects academic achievement. Since metacognitive strategies are considered as the main and important aspects of learning strategies. The purpose of this study was to investigate the effect of teaching metacognitive strategies on improving academic achievement and reducing test anxiety in nursing students.
This research was applied to the target and based on the method of a semi-experimental that was used for the pre-test and post-test design with the control group. The research population consisted of undergraduate students studying semester 2017-18 in the Faculty of Nursing and Midwifery of Mashhad University of Medical Sciences. 40 patients (20 in the experimental group and 20 in the control group) were selected by systematic random sampling. In this study, the test anxiety scale was used by Abolghasemi et al. To determine academic achievement, mean of the end of the two consecutive semesters was used. In order to remark ethical considerations, the sample group was assured that their information would remain confidential, also before submitting the questionnaires, by providing clear explanations, the information about the research was communicated to the students, and the researcher told the subjects that they could withdraw from the research at any time. Descriptive indices and covariance analysis were used to analyze the data.
The total number of samples in this study was 40, of which 64% were women and 36% were male. In terms of age, 89% of the sample group were 19-21 years old with an average age of 19/54 years, and 68% native, and 32% were non-natives and residents of the dormitory. 85% were single and 15% were married. The results of covariance analysis showed that the training of metacognitive strategies significantly increased the academic achievement of students (F = 7.54 and p>0.001) and also reduced student's test anxiety (F = 10.12, p>0.001).
Using metacognitive strategies by students can have an effect on the reduction of test anxiety and in many cases it prevents test anxiety and also improves academic achievement.

Evaluation of relationships among effective factors on educational issues of medical students is important. The aim of this study was to determine the structural relationships among subjective well-being, self-efficacy and social support with emotional exhaustion by mediating academic engagement.
The study sample consisted of 310 medical students (142 females and 168 males) who were 24 to 47 years old according to cluster random sampling. Participants completed subjective well-being questionnaires including; life satisfaction, positive affect and negative, emotional exhaustion, academic engagement, self-efficacy and social support. Data were analyzed by path analysis using LISREL software.
Mean age of participants was 23.2±2.0. Most students were female (71.8 percent), single (85.9 percent) and live in dormitories (69 percent). Level of motivation in most subjects was average and had significant relation with age, sex, parents’ education level, field of study, welfare, faculty education, Training centers and job future (p The results showed that emotional exhaustion has a structural effect on well-being, directly. Also, emotional exhaustion has a mediator role in relation between social support and well-being. In addition, self-efficacy and social support have direct effects on academic engagement and emotional exhaustion. On the other hand, academic engagement has a mediator role between these two variables and emotional exhaustion.

Communicating effectively with patients is the first step to begin clinical empathy. Empathy is a cognitive and behavioral attribute that plays an important role in the clinical performance of health care professionals. The aim of the present study was to evaluate empathy in undergraduate and postgraduate dental students of Shahid Sadoughi University of Medical Science.
In this descriptive cross-sectional study 312 dental students, 252 undergraduates and 60 postgraduates, were completed the HP version of the Jefferson Scale of Physician Empathy. Data were analyzed by SPSS17 using T-test and ANOVA. The significance level was set as P≤ 0.05.
Overall, 177(56.7%) men and 135(43.3%) women, with the mean age as 25.0±3.1 and age range between 21.0-45.0 participated in the study. The mean empathy scores was 86.6±8.8 (ranged between (69.0-118.0). The means of empathy scores was not significantly related with age, sex, university admission status and educational level (P Based on the results of the present study, many factors could affect the empathy levels in dental students. Since the empathy scores in the present study are not satisfactory, a proper educational program to improve the empathy levels in dental students seems to be necessary.

Creating optimized opportunities for experiential learning and practical training is an important factor that improves the quality of education. This study aims to identify and analyze the mechanism of improving apprenticeship course for the students of Environmental Health Engineering at School of public Health in Kermanshah.
This study is based on comparing the quality of education in apprenticeship courses by before – after study. The participants were the students who passed the apprenticeship course in the first semester of 2014 -2015 (32 students). The SPSS v.16 and the statistical T-test were used for statistical analysis.
The average scores for men before apprenticeship was 2.02±0.41 and after the apprenticeship was 2.82 ±0.44, and the average scores for women before and after the apprenticeship were respectively 1.9±0.34 and 2.84±0.37, respectively. The level of training during the apprenticeship course influence on increasing knowledge in the students of environmental health engineering.
Analyzing the effective factors on improving the apprenticeship course influenced by the following factors: implementation method of effective roles of the educating units, playing an effective role in apprenticeship course, supplementary training activities during the serving time and playing an effective role be apprentices.