نشریه راهبردهای آموزش در علوم پزشکی
سال دهم شماره 5 (پیاپی 45، آذر و دی 1396)

Achieving the desirable academic independence, requires the creation of appropriate structures and programs. This study has conducted with the aim of investigating the academic independence gap, from the Noshirvani and Medical Sciences University experts’ viewpoint.
This study is descriptive-survey. The statistical population consisted of 50 experts of two Noshirvani and Medical Sciences University. In order to collect data, two researcher- made questionnaire (current and desirable situation of academic independence) were used. To analyze the data, Wilcoxon test was used by means of software spss18.
There are gaps in all aspects of academic independence in both Universities. In Noshirvani University, the maximum to minimum gap is related to the staff, actual, organizational, financial independence, and academic freedom dimensions and in Babol Medical Sciences University, it includes organizational, staff, actual, financial independence, and academic freedom. Financial and organizational independence gap, and academic freedom in Medical Sciences University is rather than of Noshirvani University and staff and actual independence gap of the Noshirvani University is more than the Medical Sciences University.
the presence of a gap between the present and desirable status of all aspects of academic independence in two universities, indicate the demand of academic independence. The tendency to acquire academic independence components in these universities and existing gap perception, represents the desire to growth and development. Planning and enforcement actions to reduce or eliminate existing gap are the key factors for achieving the desired academic independence and, consequently, the development in all fields.

The aim of this study is to investigate the relationship between the use of virtual social networks and self-regulated learning strategies in the junior high school students (girls) in Kashan city.
This is an applied research in terms of purpose and a descriptive correlational study in terms of method. The study population consists of 205 junior high school students (girl) in Kashan city which were studying during 2015-2016. A number of 100 students were chosen as sample according to Morgan table. Cluster sampling method was used to choose samples. Pintrich Self-regulated learning strategies questionnaire was used as research tool.
Pierson correlation coefficient was used to analyze data. Pierson correlation coefficient results showed that there is a positive and significant relationship between the variable of virtual social network using rate and Self-regulated learning strategies and components of self-regulated learning strategies (Cognitive and metacognitive strategies) by alpha level 0.01.(P0/05). Pierson correlation coefficient results showed that there is a positive and significant relationship between the variable of virtual social network using rate and motivational beliefs as well as Components of motivational beliefs (self-efficacy, goal orientation and intrinsic value) by alpha level 0.01.(P This study suggests that now the virtual social networks surround our environment, we have to prepare the infrastructure for publishing the tools and by holding short training courses, educate Teachers and professors to apply the computers and how to integrate the curriculum with social networks.

Most of the creativity and even the power of training lies in its design. The aim of this study is to investigate the impact of interventional strategy, supervised experience and feedbacks on experience, to promote the faculty member's functional skills in the field of training design.
The study population consists of 158 faculty members which were chosen by using available sampling method. The research method was interventional. These interventions were designed in two fields of cognitive and functional skills. In the cognitive domain of skill, an interventional strategy of "supervised experience" was used and the effect of mentioned interventions was examined by pre-test and post-test comparing method. In the functional domain of skill, an intervention strategy "feedback on experience" was used through a checklist. The investigation of interventions impact in this area, was done through a checklist and in two structural and technical aspects.
The results of the data analysis, in the cognitive domain (based on the paired T-test), in the functional domain (based on the number of standard lesson plans developed by the professors) and from the learner's point of view (based on satisfaction questionnaire), indicate the impact of applying these strategies to improve skills in the design of training.
Considering the fact that there is an essencial need for applying the acquired skills by academic staff, implementing interventional strategy in faculty development programs can help them to improve their applied skills in higher education.

The purpose of this study is to investigate the role of perception from learning environment and psychological hardiness in academic buoyancy prediction of medical sciences students.
The method of this study is correlational. Statistical population of this study comprised all of nursing students of Kermanshah Medical Sciences University which were living in dormitories. 145 students were selected as sample by using available sampling method. Academic buoyancy scale, perception of learning environment and psychological hardiness were used for collecting data and SPSS software version 22 and descriptive statistics methods (average, standard deviation) and Inferential statistics (Pearson correlation coefficient and multiple regression) were used for analysing data.
The findings showed that there is a positive significant correlation between Perception of learning environment and psychological hardiness with academic buoyancy and %39 of the total variance of academic buoyancy is predictable based on derception of learning environment and psychological hardiness.
Therefore, it can be concluded that perception of learning environment and psychological hardiness consider as one of the important factors and related with academic buoyancy.

The main result of stress is academic burnout and academic resilience is flexibility and adaptability against stressors. It seems resilience is one of the most important influential factors on burnout. In this study the relation of academic resilience and burnout was investigated among the students of Qom University of Medical Sciences.
In this cross-sectional study, 260 students were selected randomly in year 2016, from the list of all students of Qom University of Medical Sciences who were the statistical population of this study. Maslach academic burnout and Samuels academic resilience questionnaires were used to collect data. Data were analyzed by SPSS software version 16. The significance level was 0.05 p.
In this study, the mean score of academic burnout was 34.32 ±14.87 and the mean score of academic resilience was 103.30 ±12.23. When variables were into multivariate regression model by ENTER, study in public health field had an increase in academic burnout by 9.73 (OR=9.73 95% CI=1.50-63.04). Optimism by 20% (OR=0.80 95% CI=0.71- 0.91) and communication skills by 5% (OR=0.95 95% CI=0.91- 0.99) had an effective role in academic burnout reduction.
According to the results, resilient students had less vulnerability against academic burnout. So, the amplification of this variable among medical science students who are exposed to academic burnout can improve their academic performance.

Establishing justice and non-discrimination through education and promoting peaceful concepts can be a promising way to use these teachings in people's future lives. Therefore, the purpose of this study was to develop a peace curriculum for higher education in Islamic Republic of Iran.
Based on qualitative design and case study method, in order to determine the necessary elements to develop a peace curriculum, the opinion of the professors and experts of the social sciences and social groups of Shahid Beheshti, Isfahan, Shiraz and Kerman universities was conducted by using an open and semi-structured questionnaires, obtained with purposeful sampling and with theoretical saturation technique. Then, the data which obtained by using N-Vivo softwar, were categorized and organized through the theme analysis. The qualitative data validation method was used to reconcile the results of the content network and document analysis.
Findings: Based on results, the peace curriculum (comprehensive content) has dimensions such as content, logic, goals, methods and learning environment as organizing themes, and each of these themes has a variety of levels and themes that can be used to compile Peace curriculum to be used.
Peace education can help students to learn the skills and knowledge that they need for a peaceful life and apply them in the family, social interactions, and at national and international levels. Therefore, it is necessary to use all of resources and facilities for the education and promotion of peace not only as a broad concept but also as a tangible reality.

The aim of this paper is evaluating and analyzing the previous studies of Iran’s higher education strategic planning.
Since this is a review-analytical study, the data collecting was done in the form of documentation and review of previous studies. In addition to presenting a summary of the previous articles, this article has analyzed them in brief.
This studies contain some notable points that can be deal with several levels as follows: lack of attention to how to operationalize strategies (at micro, middle and macro levels) in the studied area, lack of determining financial resources in the process of implementing changes in strategies, assuming the university as a commodity in the process of reviewing strategies.
Finally what has been considered in this article is that since universities and higher education differ in nature from organizations and enterprises (in terms of area, period, consensus, value systems, clients, etc.), so some changes need to be applied in provided models. Having identified these differences, universities can change the traditional model to improve their knowledge and participation in this process, and strategic planning will always provide them with better results.

The most common way of assessing faculty members is assessmenting professors by students. The purpose of this study is to identify the most important criteria which were used to assess professors by their students.
This cross-sectional descriptive-analytic study was carried out among students of all fields and academic levels of Babol University of Medical Sciences in the academic year of 2015-2016. A number of 315 students took part in this study. A questionnaire was used to collect data which included 24 questions in four areas: individual characteristics, teaching skills, teaching rules, and communication skills. SPSS software V.20 were used to analyze data.
Data analysis showed that among 24 examined criteria, the teacher's knowledge on the subject matter, teacher's ability to convey the lessons (both with a mean of 4.83 ± 4.40), the skill of communicating with students (with a mean of 4.54 ± 0.62) and the proportion of content with the academic level of the learners with an average of 4.50 ± 0.61 was the most important criteria for the students to evaluate the faculty. Also, criteria such as age, sex, appearances, and humorous did not have a great impact on the evaluation of faculties. Also, the statistical test revealed that there is a significant difference in the type of student evaluation based on gender and educational level (P Of the four examined areas, accordingly, criteria related to communication skills and teaching skills have a greater role in the assessment of faculties. Therefore, empowering faculties in teaching methods and effective communication with students is essential.

The purpose of this study is to investigate first-year mathematics major students’ attitudes towards the effect of dynamic e-assessment on their understanding of mathematical proofs.
A dynamic assessment was designed in a computer environment and undertaken among the first-year mathematics major students at Faculty of Mathematical Sciences of one of the public universities in east of Iran. The assessment was designed to examine students’ understanding of mathematical proofs and educational feedback was also included in the assessment. Drawing on the mixed-methods research, data collection and data analysis were done using both quantitative and qualitative approaches. The sample comprised 35 students who were selected using convenience and purposive sampling. Following the completion of the assessment, a questionnaire was completed by students and a semi-structured interview was conducted to investigate students’ attitudes towards the effect of assessment on their understanding of mathematical proofs.
The results obtained showed that students had positive attitudes towards the dynamic e-assessment. The findings indicated that most of the students believed receiving feedback during the assessment had positive effect on their understanding of mathematical proofs.
It seems such assessment could be used more often by lecturers to explore students’ understanding of different mathematical concepts, and also in other topics.