نشریه راهبردهای آموزش در علوم پزشکی
سال نهم شماره 4 (پیاپی 38، مهر و آبان 1395)

Due to the increasing development of knowledge in today’s knowledge-based world, the need for self-directed learning and Meta cognitive strategies is a necessity in medical students. The aim of the present research is to investigate the relationship between Meta cognitive strategies with self-directed learning among students in Qom University of Medical Sciences in 2015.
In this descriptive- correlation study, 303 students were selected from Qom University of Medical Sciences through stratified random sampling method with considering gender. Data were collected through two questionnaires on Meta cognitive inventory of­ O’neill, and Abedi and self-directed learning questionnaire of Fisher’s. Data were analyzed using descriptive statistics methods, Pearson correlation, independent t-test and multiple regression.
The results of Pearson correlation test showed that there was significant positive relationship between Meta cognitive strategies with total of self-directed learning scale and the components named. According to independent t-test results, there was significant difference between female and male students’ in total of self-directed learning scores (p =0/04) and two components self-control (p=0/02) and desire to learning (P=0/01). But there was no significant difference in self-management (P=0/586). Also there was no significant difference female and male students’ in Meta cognitive strategies (P=0/388). Finally, the results of regression analysis showed that the willingness to learn and self-control skills are positively and significantly predicted metacognitive strategies.
According to the results, Practitioners University of Medical Sciences and Professors must try improvement and promotion these skills to student in order to turn them into Thinker, Independent, self-assessment and Lifelong learners.

Academic buoyancy and academic engagement are effective factors in students learning and play an important role in academic success. The aim of this study was to Predicting academic buoyancy on the cognitive, motivational and behavioral engagement among students of Lorestan University of Medical Sciences.
The present study was a descriptive-correlation method. The research population consists of students studying at the University of Medical Sciences in 2014-2015. Sampling relative to the class and the sample size of 369 patients was determined based on Cokran formula. To collecting data, a questionnaire academic engagement pintrich and degroot [1994], and academic buoyancy öDehghanizade and Hosseinchari[2012] was used. To analyze the data, Pearson correlation, multiple regression analysis stepwise using software spss- 18 were used.
Research results showed that among the predictor variables (cognitive, emotional and behavioral engagement), there is a significant relationship between cognitive engagement and academic vitality and it has the ability to predict academic vitality among students (P The results indicate the importance of cognitive engagement in predicting student's academic vitality. According to the results, programs to enhance student behavior and academic engagement can improve and enhance the vitality of student's study. (P

The present study aimed to test related variables with Self-handicapping among students.
Using multi-stage sampling procedure, 305 students (142 boys, 163 girls) were selected and investigated in this research. The tools included Fear of Negative Evaluation Scale; Acquisitive Goal Orientation Measure; Avoidance Goal Orientation Measure; The Assessment Scale of Academic Achievement Emotions; The Scale of Academic Engagement; Burnout Inventory; Academic Self-handicapping Measure. Structural equation modeling was used to test causal relationships of academic self-handicapping by LISREL version-8.
Fit indices of presumed models indicated that forecasting model of well-being positive indicators through fear of negative evaluation, achievement goals, academic self-handicapping, and positive achievement emotions, achievement goals, academic self-handicapping, and negative achievement emotions and model of well-being negative indicators through fear of negative evaluation, achievement goals, academic self-handicapping.
The results of current study showed that suggested causative model for the structural relations of academic self-handicapping has required power for forecasting the academic self-handicapping among students.

Academic procrastination is one of the effective factors to reduce student's academic performance. Also self- efficacy and psychological resiliency are among the important life skills that are associated with positive outcomes in many aspects of life. Thus the aim of the current research was to determine the Role of Self- efficacy and resiliency in academic procrastination of Students.
the research method is a correlation to implement the number of 389 students from payame noor University of Shahr- e Kord in 2013-2014 academic years, were selected through random clustering sampling method and responded to Procrastination questionnaire, general self-efficacy questionnaire and Resiliency questionnaire that all of them had a high validity and reliability. The gathered data were analyzed by spss software using Pearson correlation coefficient and regression analysis.
results showed that there exist a negative and significant relation between self- efficacy and psychological resiliency with academic procrastination (P>0/01). The results of regression analysis showed that self- efficacy and psychological resiliency could negatively and significantly predict 16 Percent variance of academic procrastination in students.
The results highlight the importance of self-efficacy and psychological resilience in determining student's academic procrastination. Thus, providing training based on learning of self-efficacy and psychological resilience skills in academic environments will lead to a reduction of academic procrastination and in conclusion better academic performance in students.

Integration strategy is one of the most important sterategies that recently has used for improving quality of nursing curriculum. The aim of this study was to determine how to implement integration strategy in the curriculum of nursing America, Canada and Australia and suggested strategies for its operationalization in iran nursing curriculum.
This comparative study was done according to Beredy’s model: Description, interpretation, juxtaposition, and comparison. The population was the documentation of world nursing colleges. The samples were totally top 10 colleges of 3 countries: USA, Australia, and Canada who were selected by purposive sampling. Inclusion criteria was applying integration strategy in B.A. nursing curriculum. In order to collect data, 5-step implementation of the integration strategy based on a list of 29 questions designed to Changiz et al study (2006). The validity of documents collected through internal cash and external criticism was investigated.Data analysis was performed according to Beredy’s model.
Based on applying this strategy, proposed methods for applying integration strategy are vertical and horizontal integrative- integrative by collaborative teaching and particular integration by core in various colleges.
using the successful experiences of top nursing schools in the world to implement integration strategy in nursing curriculum, can improve the nursing curriculum in Iran.

The purpose of this study was to evaluate the current and desired state of teaching quality in higher education from the PhD students perspective.
Research method was survey. The study population consisted of all Ph.D students of BuAli Sina University in the 2014-2015 school years (854people) and by the incidence ratio stratified sampling method and by using Morgan determined table, 269 were selected as sample. The Hénard & Roseveare quality teaching questionnaire(2012) was used. Tools Validity using content validity was confirmed by experts and its reliability by using Cronbach's alpha test was calculated 92/0. For data analysis, descriptive statistics including frequency, percentage, mean, standard deviation and paired t-test, ANOVA and Friedman test was used.
there is a significant difference between current status (mean 1.929) and desired state (mean 4.176) in the quality teaching, there is also a significant difference between 7 policies in both the present situation and the desired situation of quality teaching; there is no significant difference Between male and female student's views about the current and desired situation of quality teaching and Finally there is no significant difference the students view from various faculties about the current and desired situation of quality teaching based on our policies were studied.
There is a difference between the existing and desired quality teaching and academic education systems and to eliminate this gap must Emphasis on quality teaching and development of measures for its realization as well as the continuing evolution of these indicators should be the core mission of educational institutions, be considered.

The aim of this study was to comparison of the identity styles, self-monitoring and fear of success among normal and anxiety medical sciences university students.
The method of this study is causal-comparative. The population of this study included all students in Ardabil University of Medical Sciences in the academic 2014-15 year; from this population 90 students were selected as sample by using available sampling method. Also for determination of anxious students after the administration of anxiety questionnaire, students who have high score in anxiety test, were selected as anxiety group and with the same number of students who have low score in anxiety test were taken as normal students group (45 anxiety students, 45 normal students) were selected and tested and responded to the White Identity Styles Questionnaire, Grow Self-monitoring Questionnaire and Foss Fear of Success Questionnaire. Data analysis was achieved through the variance statistical test.
result showed that there were lower level of anxiety among students who have normative and informative identity styles and was high among students who have confused identity style. Also results showed that students who were self-regulatory had less anxious and students who have a fear of success, reported more anxious.
Therefore, it can be concluded that the students who have normative and informative identity styles and high self-monitoring were less anxious and students who have confused style and fear of success were more anxiety.

The present study aimed to designing a Knowledge management model with an emphasis on Creativity And faculty members development in universities executing distance Education.
The research method is combination of quantitative-qualitative type. The study population consists of all faculty members of distance education administration universities around the country that counts to 5101 members. In the qualitative phase sampling, by using purposive sampling method (convenient), consist of 12 experts in the field of management and in quantitative phase, include random sampling. To gather data, researcher used three types of self-made questionnaire (knowledge management and Creativity, improvement of faculty members). Data normality was analyzed using the Kolmogorov-Smirnov test. Using structural equation model, which in fact is a combination of path analysis graph and confirmatory factor analysis, structural equation models were used to analyze the path and model fitness (using AMOS software).
Findings indicate that the current status of knowledge management and faculty member’s development in distance learning administration universities holds a desirable level for its all components with regard to the average result of criteria average (50). Pearson coefficient results show that there is a direct and strong significant correlation between two variables of knowledge management and creativity and also between creativity and improvement in the statistical community; and considering variable arrangement are defined 66 percent for improvement variance and 62 percent for creativity variance. The obtained model also has a good fit.
To keep pace with new developments in the training of faculty members, we need creativity and continuous improvement of personal, professional and organizational in knowledge, skills and attitudes they have and if we do the job well, they can change into very useful elements in universities.