فصلنامه توسعه ی آموزش جندی شاپور
سال چهاردهم شماره 4 (پیاپی 49، زمستان 1402)

The purpose of this study is to design and validate a questionnaire for the use of MOOCs in virtual education Development in First Macro-Region Universities of Medical Sciences in Countrywide Territorial Planning.

The research method is descriptive, which was carried out in two phases of designing and checking the validity and reliability of the questionnaire in 1400. CVI and CVR methods were used to check the content validity and exploratory factor analysis was used to evaluate the structural validity. Also, its reliability was determined by Cronbach's alpha coefficient and internal homogeneity index. Also, the obtained Cronbach's alpha coefficient shows the high reliability and reproducibility of the questionnaire.

Based on the results of the questionnaire, 112 verified indicators were divided into eight main structural, educational, technological, social, managerial, individual, cultural, and evaluation dimensions. All the dimensions and indicators identified in this research have the appropriate validity and reliability to examine the model of using MOOCs in the development of virtual education in universities of medical sciences.

Considering the acceptable validity and reliability of the studied questionnaire, this tool can be used to investigate the use of MOOCs in the development of virtual education in medical sciences universities.

The purpose of the research was to investigate the effect of religious attitude on the critical thinking of students in the field of educational management of Azad University, Bushehr branch.
The research method was applied in terms of purpose and survey in terms of execution method. The statistical population included 216 students of Bushehr Azad University's educational management field in 1402. In the present study, the statistical sample size was determined by using Cochran's formula of 120 people who were selected in the accessible way. The research questionnaires include the religious attitude measurement questionnaire (religiosity scale) by Khodayari Fard et al. (2012) with four components of religious belief, religious emotions, religious behavior and social pretense in the form of 40 questions, as well as the critical thinking questionnaire of California Fashion (1989) in the form of 24 was a question and data analysis was done in SPSS software version 26.
The findings showed that the components of religious attitude including religious belief, religious emotions, religious behavior and social pretense are 17.9%, 28%, 15.9% and 21% effective on students' critical thinking, respectively.
The results showed that religious attitude has a 30% effect on the critical thinking of students in the field of educational management of Bushehr Azad University, and in other words, one unit increase in the variable of religious attitude leads to an increase of 0.763 units in the variable of critical thinking in students of the field of educational management. It can be a conclusion; it should be mentioned that critical thinking is one of the most important elements of liberating education.

Professors are considered a very crucial factor in educating students. Identifying the criteria of a competent professor and trying to evaluate and apply them in teaching the professors will enhance the learning process. The purpose of this study was to survey the characteristics of a competent professor from the viewpoint of students of Ahvaz Jundishapur University of Medical Sciences. This research was a descriptive cross-sectional study. The research population included students of Ahvaz Jundishapur University of Medical Sciences. The sample size was 250 and the stratified random sampling method was used. The data collection tool was a questionnaire and its validity and reliability were confirmed in previous studies. In this questionnaire, 4 domains of science education, teaching method, individual character, and ability to communicate were measured. Data were analyzed by descriptive (mean, standard deviation, frequency percentage) and analytical (independent t-test and one-way ANOVA) statistics in SPSS. The most important characteristics of a competent professor from the student's point of view were mastery in teaching (4.9 ± 0.41), and spontaneous expression (4.78 ± 0.46), respectively. On the other hand, solidarity and assertiveness (3.58±1.02), as well as teaching experience (3.9 ± 1.01), were among the characteristics that students scored the least. The teaching method was the most important feature of a competent professor from the viewpoint of the students. Universities must consider these features in retaining professors or they may prepare them for a better education via teaching methods as well as effective communication workshops.

The purpose of the current research is to design a research literacy curriculum model for Islamic Azad University students.

It was done using the qualitative method and based on the data theory of the foundation. In this research, the systematic approach attributed to Strauss and Corbin and paradigmatic logic were used. The scope of this research was used in the first part of all secondary sources, including texts, books, publications, related websites and existing reports, and in the second part, 18 professors and visiting professors of the field of curriculum planning in the field of research literacy were used in a targeted manner and Snowball interviews were conducted until theoretical saturation was reached. The research method was semi-structured interview and it was done according to coding. Data analysis was done in the first part with the help of secondary sources, including all texts, books and publications, in the second part, in-depth semi-structured interviews with open, central and selective coding professors.

The student research literacy curriculum model includes sixteen elements of needs assessment, goal, content, time, space, learning activity,teaching method, evaluation, materials and resources, thinking, motivation, budget, research ethics, professor's role, grouping, consequence.

The model obtained in the research literacy curriculum of students of Islamic Azad University of Tehran had the necessary validity

The aim of the research was to investigate the role of perception of curriculum elements in self-directed learning, based on the virtual trainings of Farhangian University among students of Sistan and Baluchistan province, considering curriculum elements as goal, content, method and evaluation. This research was an applied study in terms of its purpose and a descriptive and correlational one.

The statistical population of the research included all the skilled students of Farhangian University of Sistan and Baluchistan province, numbering one thousand people during the academic year 2020-2021. The number of samples was determined based on Cochran's sampling formula, 278 skilled learners, and then questionnaires were distributed among them electronically. The data collection tools were the perception questionnaires of Tatar curriculum elements (2013) and self-directed learning by Fisher et al. (2001). Descriptive statistics indicators such as mean, standard deviation and Pearson correlation and multiple regression tests were used for inferential statistics.

The findings showed a positive and significant correlation between the perception of curriculum elements and the subscales of perception of the teaching method, and perception of evaluation with the variable of self-directed learning and the sub-component of self-management; Among the elements of the curriculum, only the element of perception of the teaching method had the ability to predict self-directed learning and its different dimensions; Also, the results indicated that self-directed learning and self-control component were more favorable among female skill learners than males.

Readiness for self-directed learning was an important characteristic of individual learning in learners, which in order to plan and teach more efficiently in electronic learning environments, due to its sensitivities, should be given more attention by policy makers of educational systems and teachers.

 The present study was conducted with the aim of meta-analysis of research leadership in educational development and knowledge creation in universities.

 This study in terms of purpose was practical and in terms of descriptive method with meta-analysis approach aimed to identify the components of research leadership in educational development and knowledge creation in universities.  The data collection has been done in a qualitative way, in such a way that first 160 articles were searched and categorized as a statistical population. Data collection has been carried out in a qualitative way, in such a way that first 160 articles were searched and categorized as a statistical population It was selected purposefully to count the frequency of keywords. In order to confirm, in the next step, a questionnaire was designed and sent to 60 university faculty members using the Delphi method in two stages, and it was determined using spss software and Kendall's consensus test.

 Using categorical coding with 8 categories including (motivations of research leadership), (intellectual development of research leadership), (behavioral development of research leaders), (development of professional identity in research leadership), (research leadership style), (obstacles to leadership research), (necessary field of research leadership), (development of team building skills). In the first part, by comparing the averages in the one sample T-test, the findings showed that the development of professional identity in research leadership with 0.28% and the development of team building skills with 0.15% and the motivations of research leadership and intellectual development in leadership. A research with 0.14 percent of the intensity of the effect has a role in research leadership.

 Development of professional identity in research leadership and development of team building skills were the most important with 0.91% agreement. Comparing the results of the meta-analysis and the answers of the experts were the same and indicated that the development of professional identity and the development of team building skills are the most important components of research leadership.

 Clinical education plays an important role in achieving clinical competence of nursing students. One of the parameters of the clinical environment that seems to help in achieving the goals of internships is moral intelligence. The current research aims to determine the relationship between moral intelligence and clinical competence in nursing students in Khuzestan province 2019.

 This practical study was conducted in 2019 with the participation of nursing students in Khuzestan province. The method of data collection and analysis is descriptive and correlational. The sample size was estimated to be 321 people based on Morgan's table, which by removing distorted information. The number of 299 people was calculated. The sampling method is random-stratified and the data collection tool is the moral intelligence standard questionnaire and the nursing clinical competence questionnaire in the clinical period. Data were analyzed using Pearson's correlation coefficient.

 The findings showed that students have an average status in terms of honesty, responsibility, forgiveness and compassion. Also, there is a positive and significant relationship between moral intelligence and clinical competence (P<0.001, r=0.602). All dimensions of moral intelligence had a positive and significant relationship with clinical competence (P<0.001).

 Due to the fact that moral intelligence is acquired and related to clinical competence, trainings that lead to the growth of students' moral intelligence can increase clinical competence and ultimately raise the academic level of the university.
Keywords: moral intelligence, clinical competency, nursing, student.

 Graduates of universities should be equipped with role-playing equipment before entering the world of work, which includes the ability to manage knowledge. By designing and validating a questionnaire, this research examines the effectiveness of the course titles approved by the specialized sciences of medical schools to create knowledge management capabilities in graduates. 

 To design a content domain of the questionnaire, after studying the available documents, the questionnaire was designed based on the components of the knowledge management model of Bukowitz and Williams, consisting of 38 items. According to the selected model, to determine the content validity ratio (CVR) and content validity index (CVI), and clarity of the questions, the questionnaire was given to 15 specialists in knowledge and information science and 8 specialists in basic sciences and postgraduate studies. Internal consistency and reliability of the questionnaire were determined using Cronbach's alpha and correlation coefficient.

 The questionnaire has seven components, including knowledge acquisition (4 items), knowledge application (7 items), knowledge process learning (6 items), knowledge sharing (6 items), knowledge evaluation (4 items), knowledge creation and registration (5 items), and optimal use of knowledge (6 items). The CVR, CVI, and clarity were 0.72, 0.86, and 0.82, respectively. The reliability of the questionnaire was obtained at 0.935 using Cronbach's alpha test, and there was a positive and significant correlation between the questionnaire components (p<0.01). 

 The designed questionnaire has high reliability and validity and is a standard tool to measure the effectiveness of the course titles of basic sciences in medical schools.