نشریه راهبردهای توسعه در آموزش پزشکی
پیاپی 2 (پاییز و زمستان 1393)

Considering the factors that affect academic achievement is particularly important. Emotional Intelligence mentioned as an important factor in many researches and is defined as set of knowledgeandsocio-emotionalabilitiesthataffectour overall ability to respond to environmental requirements. The aim of this study was to determine the relationship between emotional intelligence and academic achievement of students in Iranian universities.
In this Meta-analysis, databases such as SID, Magiran,Medlib, Irandoc, Pubmed, Scopus and all medical and psychological journals were searched with keywords like “Emotional Intelligence", “Academic achievement" and " students". After discardingduplicatearticles, 36 articled were reviewed, among them 17 articles were irrelevant and discarded. Finally given thepurpose ofthe study, 19 articles included in the study and combination Fisher method were used to analyze the data.
According to the combination Fisher method the product of p-values were calculated and then the logarithm were taken and multiplied by -2. Sum of them was equal to 147.03. Sum of p-values in 38 degree of freedom (n = 19) were lower than expected so calculated Chi-Square value were significant at a significance level of less than 0.01, it means that there is a significant relationship between emotional intelligence and academic achievement of students in Iran.
Results of this study indicates there is a significant relationship between emotional intelligenceand academic achievement in Iranian students. Given that emotional intelligencecan be learned and acquired to some extent, so it is recommended that in academic environments besides teaching intelligence and cognitive talents, emotional intelligence consider in educational programs to help students to cope better with the pressures of studying and community and less fall.

Bourdieu argues that the class structure of the advanced societies to determine not only the economy, but also on the economy or economic capital, social and cultural capital as well as to analyze the levels of these communities must be considered. Bourdieu's Cultural capital expression is recognition and understanding of culture and the transcendent arts, and proportionate act procedures. The aim of this research is to study the relationship between cultural capital with Student's learning and study strategies in Gorgan University of medical sciences.
This research is a kind of descriptive – correlation investigation and has been carried out according to field study. The second to fourth-year students in the fields of medicine, health, nursing and midwifery, medicine and dentistry, studying in Gorgan University of medical sciences. The statistical society of this project includes 765 students. Of those, 262 students based on the table krejcie -Morgan as the sample size and randomly were selected. To measure the variables of the Learning and Study Strategies Inventory Wayne Stein (1987) and cultural capital questionnaires have been used in order to collect the data. In order to evaluate the existence of the relationship and the correlation between the variables and for the prediction of the dependent variable, independent variables through multiple regressions were used to SPSS 16 Software.
The results of the research showed that there was a significant relationship between cultural capital with Learning and Study Strategies. There was a significant relationship between institutionalized cultural capital and Will and Self-Regulation. In other words, whatever the institutional capital increase in students, the student's enthusiasm and self-regulation regarding the use of learning and study strategies increases, therefore, whatever the quality of the student's families from culturally is higher, the application of their learning and study strategies is also higher. But there was not a significant relationship between objectified cultural capital and Skill. There was a significant relationship between institutionalized cultural capital with three dimensions of Learning and Study Strategies (Skill, Enthusiasm, and Self-Regulation). Also there was significant relationship between embodied cultural capital and only enthusiasm. This means that by increasing the consumption of cultural products, the student's desire on the application of learning and study strategies will increase.
The results of the research showed that there was a positive and significant relationship between cultural capital with dimensions of Learning and Study Strategies. This means that whatever social class, family background, different investment and commitments towards the training and education of student's increases, the application of their learning and study strategies will be increased.

Citical thinking & decision making skills are a requirement for nurses to be safe, competent and skillful practitioners and suggest these are essential to true autonomy and as the hallmark of the effective nursing care.
This was a semi experimental study conducted on a randomly-selected experimental and control group, in 2011. The participants were 51 senior nursing students from Shiraz nursing and midwifery school. Pre and post tests were applied. The data was gathered using a questionnaire involving demographic information along with California Critical Thinking Scale. The critical thinking scores of the two groups were assessed before, right after and two months after the study.
Findings: The findings presented the statistically significant differences of the experimental group in terms of analysis ( The decision making training would be a structured training program for the nursing students in order to improve their critical thinking.

Evaluation of educational program, identification and adjustment of its detrimental factors to facilitate learning are among ethics of education. Clinical education stress is one of the detrimental factors. Therefore, this study aimed to determine clinical education stressors from the view point of midwifery students of Islamic Azad University, Kazerun branch.
This study was a descriptive - cross-sectional study. All qualified midwifery students to comprehensive exam in three consecutive years formed study population. All students participating in the comprehensive test session that completed the questionnaires (190) formed the study samples. Data were gathered by a researcher made questionnaire containing two parts of individual variables and 36 questions about stressor factors of clinical education in 6 areas based on five-point Likert scale. SPSS 20 as frequency distribution, mean, standard deviation and correlation were used for data analysis.
Clinical stresses mean score of students was 2.82±0.62 out of 5. In view of students, the most important stressor area was educational environment (3.66±0.78) and the most important stressor factor was lack of cooperation of staff and services staff with students and differences in health care directives (4.1±1.26). The area of interpersonal relationships showed positive correlation with the three domains of unpleasant feelings, educational planning and humiliating experience.
Considering all of the most stressor factors of clinical education indicate that at the heart of all of them lies the lack of training support. Because trainer is not present at a particular time, the personnel transfer their offers to student. There is an increased workload of students and they have to do some works without complete supervision because we want not lose educational opportunities. This will lead to fear of mistakes and fear of being blamed. These factors together as well as the trainer notifications lead to feeling of improper relationship between trainer and student.

Raising powers of reasoning, inference and judgment, is the main destination. Critical thinking skills education should be the main priority in the education program planning. Teaching critical thinking can lead to increased learning, problem-solving skills, decision making and be creative. students who have critical and creative thinking have less wrong theoretical judgments and conclusions, but rather try to focus on clinical issues that can be reduce the gap between theoretical and clinical training. This study compared the ability of critical thinking in first year students and senior undergraduate courses anesthesia and operating room.
This study is a cross sectional. The population included operating room and anesthesiology students at paramedical and ferdous faculties using convenient sampling. The data gathering tool was a questionnaire form B standard California has 34 multiple choice questions with one correct answer in the next five cognitive skills, critical thinking and analysis, inference, evaluation, inductive reasoning, reasoning inductive.
Amony 120 participants students, 38.3% were anesthesiology students and 60.8% were operating room students. 60.8% studied at Birjand paramedic school and 39.2% were in ferdows college. 25% students, had not nonrelated subjects. There and no signiticant differences mean about not nonrelated subjects. Tere are no signiticunt differences mean about critical thinking in junior and senior anesthesia and operating room students. However, in deductive and inductive reasoning, domain mean scores were significant. Also, the mean scores critical thinking in between groups that they had not nonrelated study were significant. (P Given the low scores of final year students critical thinking skills, critical thinking, scheduled to be especially in conditions appropriate to the institutional clinical trials.

Motivation is one of the major factors in learning that can affect on various aspects of the students behavior in an educational environments. Academic Motivation can be just causes a direct effect on academic achievement and other effective factors in success act their effects through academic motivation on the students to apply. Since motivation is the key of students learning and medical students are the most important capital of not only for the medical community but are a national asset and academic motivation is as the driving force of students activities and Managing director moves so any attempt to strengthen the students would be the most effective and important. This study aims to determine the relationship between academic motivation and associated factors of the Golestan University of Medical Sciences students.
This descriptive - analytical research was done in 2013. In this study 359 students of 2,3,4 semesters were selected by Method Census. Academic Motivation ques tionnaire was completed by the students. For Analysing of data was used Mann-Whitney and cross Kalvalys test.
Results showed that academic motivation of students was at good level. There was a significant relation Between students motivation with gender and field of students female students were more motivated than male students (P=0.012) and students of Public Health and Midwifery had higher motivation and students of Environmental Health and Laboratory Sciences had lower motivation (P=0.008). There was significant relation between student’s motivation with academic achievemen and this relationship is almost significant. There was no significant relationship between academic motivation with ethnicity, residence, leve l of father P>0.05 and mother education.
Based on the findings, the total number of student's motivation for this study was relatively good, despite the motivation of boys to girls is lower, raising the motivation of medical science students is very important that should be considered by planners and policymakers.

Clinical education plays an important role in medical education, in which students learn new skills and obtain knowledge of their usage in patients. Log book, as an evaluation tool, can be used to improve the clinical education levels as well as educational planning and evaluation process. Since there is no study about the usage of log book in clinical education of physiotherapy students in Iran, and due to the incomplete studies on log book usage in other disciplines, our study aimed at using log book in clinical education of physiotherapy students with the emphasis on the content of log book.
Twenty four undergraduate semester 7 physiotherapy students, who have already experienced the routine clinical education, were selected using convenience sampling. The students were allocated randomly into 4 clinical education centers affiliated with the Faculty of Rehabilitation. They were educated and evaluated for the whole semester by using log book. A valid and reliable written questioner in different educational domain was used for analysis.
In this preliminary study, our finding following the intervention (log book) demonstrated descriptively. The study results showed that among 23 analyzed educational items, the students’ most satisfactions by using log book obtained from the education of physiotherapy recording manner, documentation of experience and their possible comparison in different semesters, improvement of self-evaluation spirit, and systematic recording of educational tasks.
Log book in clinical education of physiotherapy students can be used as an effective tool in improvement of the quality of clinical education.

Learning style is performance indicators for each individual in the process of receiving information for learning. Personality traits are the factors affecting learning styles and Knowledge of personality is helpful to effectively tackle the problems of life. The purpose of this study was to investigate the relationship between personality traits and and kolb learning style that among Bandar Abbas University of Medical Sciences was conducted.
Research method was correlation, and statistical population included and 300 students participated in this study Participants were asked to complete the five factor personality questionnaire (NEO-FFI) and kolb leaning style questionnaireThe reliability and validity of the scales were reported optimal. In order to test study hypothesis multiple regression analysis and MANOVA were used.
The results showed that there were significant relationships among the components of personality traits (extraversion, agreeableness desire for new experiences) and their lerning style. But there was no significant relationship between neuroticism and duti fulness. In addition, there is the significant negative correlation between extraversion and converging learning style (P=0.00, β=-0.48) and the desire for new experiences has a significant positive relationship with converging learning style (P=0.01, β=-0.29). There is the significant negative correlation between agreement and divergent learning style (P=0.02, β=-0.27) and the desire for new experiences has a significant positive relationship with converging learning style (P=0.001, β=-0.37).
The results showed that there were significant relationships among the components of personality traits and their lerning style. But there was no significant relationship between neuroticism and duti fulness. In addition, there is the significant negative correlation between extraversion and converging learning style. And the desire for new experiences has a significant positive relationship with converging learning style. There is the significant negative correlation between agreement and divergent learning style. And the desire for new experiences has a significant positive relationship with converging learning style.