فهرست مطالب پرستو نبیئی

Medical disciplines are complex and difficult professions that use their special sciences and skills to promote physical, mental and social health. Clinical reasoning is one of the main competencies of a physician that medicine students must achieve this before being eligible in medicine. Therefore, the main purpose of this study was to design a model of clinical reasoning competencies for medical students with meta-combination approach. This qualitative study was conducted using the six-step method of Sandloski and Barroso (2007). The meta-combination team consisted of a physician and three curriculum specialists who were proficient in the meta-combination research method. 18 related research sources were used as the basis for the analysis, which resulted in the extraction of 34 basic themes. Data validation was verified using validation and transferability techniques through researchers' self-review and data alignment, and reliability was accurately guided to the process of data collection and researcher alignment. Based on the research results, the eight main themes of diagnosing the disease, applying knowledge, paying attention to the patient's signs and symptoms, making the right decisions, converting patient information into medical information (diagnostic reasoning), problem solving (clinical reasoning analysis), taking a history of patient and physical examination and interpretation of diagnostic tests are factors in the pattern of clinical reasoning competencies of medical students, which are very important in this regard. In general, the findings of this article showed that it is necessary to consider clinical reasoning skills as thought processes used by physicians in formulating appropriate questions and diagnoses, so it is essential to provide quality health care.

The main purpose of this study was to understand the lived experiences of students in relation to the requirements of effective teaching of teachers in a virtual environment and in critical situations of the prevalence of Covid 19.

This qualitative research was performed using phenomenological method. The method of data collection was using a semi-structured interview questionnaire. Accordingly, with the purposive sampling approach and standard method, graduate students of the Department of Humanities, Shiraz University, were selected, and finally obtained by in-depth semi-structured interview with 25 people with theoretical saturation.The interviews were analyzed using the Colaizzi (1978) model and the content analysis method.

After extraction and thematic classification, six main themes and 39 sub-themes were identified.The main topics included infrastructure, classroom management, attention to students' psychological dimension, quality, teaching aids, evaluation.

Paying attention to the above components and the set of sub-themes discussed in the article pave the way for quality improvement, effectiveness, and, consequently, efficiency of education on a large scale.

The purpose of this study was to design a framework for physical literacy competencies required by students. This qualitative study was conducted using the six-step method of Sandlowski and Barroso (2007). The meta synthesis team consisted of three curriculum planning specialists, one physical education specialist and one meta-research expert. 27 related research sources were used as the basis for the analysis, which resulted in extracting 11 students 'physical literacy competencies and classifying them into three main themes: individual competencies (cognitive ability, practical ability, emotional ability and participation in physical activities), academic competencies (Educational facilities, characteristics of faculties, educational environment, family and peer group) and social competencies (cultural context of society, policies and mass media). Data validation was confirmed using data validation, transferability and data alignment and data reliability techniques with precise guidance of researchers' data collection and alignment. The present study, by providing a framework of physical literacy competencies required by students, has shown the importance and necessity of physical literacy education in the higher education system and has introduced it as an important and necessary factor for active participation in communities, development and health protectio n.