سیده زهرا حسینی درونکلایی

The aim of this study is the role of professional ethics and perceived organizational support in predicting the work performance of employees in coastal cities of Mazandaran province Police Command. This research is applied in terms of purpose, descriptive and correlational in terms of method, and field type in terms of data collection method. The statistical population of the research is all the employees of the coastal cities of Mazandaran police command, which are 253 people. The standard professional ethics questionnaire from Petty (1991), the standard questionnaire of perceived organizational support from Eisenberger et al (1986) and the work performance questionnaire from Alirezaei et al (2012) were used to collect research data. The validity of the questionnaires was confirmed by experts. The reliability of questionnaires was calculated using Cronbach's alpha coefficient for professional ethics questionnaire 0.79, perceived organizational support questionnaire 0.82 and work performance questionnaire 0.76. Data analysis was done using correlation and regression statistical tests through SPSS software. The findings showed that professional ethics has a positive and significant relationship with the work performance of employees. Perceived organizational support has a positive and meaningful relationship with employees work performance. According to the regression test, the work performance of employees can be predicted based on professional ethics and perceived organizational support

Research has shown that positive affective displays in managers’ interactions, such as smiling and conveying friendliness, are positively associated with important employee outcomes. This study adopted a qualitative approach and applied content analysis to provide a model for the emotional acting role and the organizational health of the Islamic Azad University of Guilan’s managers, emphasizing identifying its dimensions and components. The statistical population of the study consisted of all managers in Islamic Azad universities branches of Guilan, who were selected by purposive sampling method, and finally, due to the saturation method, 10 managers were selected as a sample. The study's findings showed that the managers' emotional acting role included 60 indicators in the form of 8 components and 2 dimensions. Emotional acting takes two forms: surface acting, which is painting on affective displays, and deep acting, which is modifying inner feelings to match expressions. Deep acting has five components: "emotional empathy, job involvement, effort, distance, and decisiveness". The surface acting consisted of three components: “spirit, flexibility, and confidence". The results also showed that organizational health has 2 dimensions included "structural and managerial". The structural dimension has 5 components: “organizational atmosphere, organization structure, scientific emphasis, monitoring and evaluation, and organizational justice". The managerial dimension has 5 components: “ethics, goal setting, resource support, effective leadership, and consideration". With the overall development of the service economy and the increasing competition among service providers, the concept of emotions and organizational health in the workplace have become very important. Organizational health is a vital aspect of many jobs, including educational jobs, in which managers are required to comply with their employees and subordinates. On the other hand, organizational health will create a pleasant environment for work and effort, increasing the spirit of creativity and achieving organizational goals.

Scientific and technological advances in the field of medicine and treatment have increased the complexity and rapid changes in care methods and standards. Therefore, the need to provide high-quality and evidence-based training for assistants and nurses is felt more than before. As one of the main pillars in providing health care, this group has heavy responsibilities and must have the ability to face complex and variable clinical conditions. Therefore, continuous updating of their knowledge and skills is necessary to maintain and improve the quality of care provided to patients. In this regard, traditional educational methods alone may not be able to meet today's complex needs. Assistants and nurses need knowledge that is not only based on basic scientific principles but also following the latest research evidence and clinical experience. For this reason, evidence-based learning (EBL: Evidence-Based Learning) has been proposed as a new approach to medical education. This educational approach allows students and medical staff to make decisions based on the latest scientific findings and the best available evidence and improve their clinical practice. In general, evidence-based learning means the integration of research evidence, clinical experiences, and patient values ​​in the process of teaching and clinical decision-making. This approach not only helps to improve educational quality but can also lead to increasing the self-efficacy of assistants and nurses, so the aim of this study was to the effect of evidence-based learning on improving the educational quality and self-efficacy of assistants and nurses of Babol University of Medical Sciences.

The present research was conducted with a mixed approach (qualitative and quantitative) with an exploratory design. The statistical population in the qualitative section includes senior managers and professors of Babol University of Medical Sciences, who were identified as 20 people and their opinions were used. The statistical population in the quantitative section included 774 assistants and nurses of Babol University of Medical Sciences. In the qualitative section, 10 people were selected as a statistical sample using the purposeful sampling method and considering the saturation law. In the quantitative part, according to Cochran's formula, 247 people were selected by stratified random sampling method. In order to collect qualitative data, semi-structured interviews and the quantitative part based on the evidence-based learning questionnaire, Sadeghi et al.'s educational quality questionnaire (2016) and Sherer et al.'s self-efficacy (1982) became. For data analysis, exploratory factor analysis, confirmatory factor analysis, and structural equation tests were used.

The results show that the relationship between evidence-based learning and improving educational quality, as well as the relationship between evidence-based learning and self-efficacy, is statistically significant. According to graphs 1 and 2 and the results of the path analysis in Table 1, between the exogenous latent variable (evidence-based learning) and the endogenous latent variable (self-efficacy), based on the path coefficients, there is a factor loading of 0.224. Also because the t-value (3.602) is outside the range (2.58 and -2.58). Because the t-value is outside the critical range (-2.58 and 2.58), it means that the relationship between evidence-based learning and self-efficacy is statistically significant. A very high t-value (3.602) indicates that the probability of this relationship is very low by chance and it can be said with more confidence that evidence-based learning significantly affects self-efficacy. In other words, increasing the quality and effectiveness of evidence-based learning leads to improved self-efficacy. Self-efficacy, which refers to a person's confidence in his abilities to perform various tasks, plays an important role in increasing performance and personal development. In this way, paying attention to evidence-based learning as an educational strategy not only improves the quality of learning but also helps to develop the self-efficacy of people, which in turn can lead to personal and professional improvements.

In general, it can be stated that the application of evidence-based learning in educational environments not only helps to improve the quality of education, but also strengthens the self-confidence and self-efficacy of students and makes them more ready to face more complex challenges in their careers. Therefore, it is recommended that evidence-based learning be considered as an effective approach in educational programs. This relationship shows that evidence-based learning is not only effective in strengthening the knowledge and skills of students or medical personnel, but also helps to improve the overall structure of education. As an educational approach based on research and scientific data, evidence-based learning increases the quality of education by creating opportunities for deeper and more applied learning. In other words, strengthening this type of learning allows teachers and students to make better educational decisions by relying on valid evidence and scientific research, and thus the education process goes beyond the mere transfer of knowledge and leads to the development of critical thinking skills and detailed analysis. to be These results suggest that investment in strengthening evidence-based learning can directly affect the improvement of the overall quality of education. Therefore, it is recommended that universities and educational institutions actively implement this approach in their educational programs to improve both the quality of learning and educational outcomes. One of the main reasons for this meaningful relationship is that evidence-based learning creates an active and analytical approach in the educational process. This type of learning emphasizes the use of research and scientific evidence to solve problems and make educational and clinical decisions. Rather than merely conveying information, evidence-based learning encourages students and assistants to approach issues in a critical and action-oriented manner. This helps them not only to deepen their theoretical knowledge, but also to strengthen their practical and practical abilities in real situations. Improving educational quality through evidence-based learning occurs in several ways. First, this type of learning ensures that the educational content is always up-to-date and based on the best available scientific evidence. This matter is of great importance in areas such as medical sciences and nursing, where new scientific methods and findings are constantly changing.

 In many cases, students with a weaker professional identity experience moral confusion when faced with challenging situations. Lack of a clear understanding of the professional role, lack of commitment to work values, and insufficient awareness of ethical responsibilities are among the factors that may negatively affect individuals' decisions. This becomes more important in educational environments, especially in fields that are directly related to the health and rights of individuals. One of the important challenges in this field is the impact of environmental and social factors on the formation of students' professional identities. Many people face pressures from their workplace, professors, and peers in their professional careers that can affect their adherence to ethical principles. In such circumstances, students who do not have a strong professional identity are more likely to deviate from ethical values. In addition, the lack of adequate training in professional ethics and the lack of emphasis on the development of professional identity in educational systems is another major challenge. Many educational programs mainly emphasize scientific and technical aspects and less attention is paid to topics such as strengthening professional identity and promoting moral intelligence. This causes students to encounter situations in real professional environments that they are not adequately prepared to manage. Another challenge is the lack of appropriate moral models in educational and professional environments. When students encounter examples of unethical behavior in academic and work environments, they may experience value conflicts and internalize ethical principles. In such circumstances, strengthening professional identity can be an important factor in increasing an individual's resistance to such challenges. Given the importance of this issue, educational and professional systems must develop well-established programs to strengthen professional identity and increase students' moral intelligence. Teaching ethical principles, creating practical opportunities for experiencing ethical decision-making, encouraging students to reflect on their professional roles, and providing appropriate role models can help reduce existing challenges. In general, strengthening professional identity not only increases students' commitment to ethical principles but also helps improve their professional performance and raise the moral level of society. Therefore, the present study aimed to investigate the effect of professional identity on students' moral intelligence.

 The study method was a mixed method (qualitative and quantitative). To collect qualitative data in this study, semi-structured interviews were used in the form of a paradigmatic method. Of the total of 20 experts considered for the study based on the saturation rule, 10 were considered for this study. In the quantitative part, based on the criteria extracted from the qualitative phase, a researcher-made questionnaire of professional identity with a hidden curriculum approach and the moral intelligence questionnaire of Lenik and Keel (2005) were used to collect the required data. In the quantitative part, the opinions of students from universities in Mazandaran province, 381 out of a total of 47,507 people, were used with a stratified random sampling method based on the academic field. For the analysis of qualitative data, three stages of open coding, axial, and selective coding were used, and in the quantitative part, structural equation testing was used. Data analysis was performed using SPSS21 and PLS software.

 The results showed that the t-value for the relationship between professional identity and moral intelligence is 16.961. This value is outside the range (-2.58 to 2.58), which indicates that this relationship is significant at the 99% confidence level. An examination of the t-values for different dimensions of moral intelligence shows that honesty (82.934), forgiveness (72.758), compassion (34.447), and responsibility (67.073) all have very high t-values, and on the other hand, the dimensions and components of professional identity (such as causal conditions, intervening conditions, strategies, and consequences) also have t-values higher than 2.58, indicating that these variables have a significant effect on the development of professional identity.

 In general, it can be stated that the relationship between professional identity and moral intelligence clearly shows that the development of these two factors can play an important role in training committed and responsible professionals. Professional identity is one of the key concepts in personal and professional development, which means an individual's understanding and acceptance of his or her professional role, commitment to the principles and values of that profession, and internalization of the ethical standards associated with it. On the other hand, moral intelligence includes a set of cognitive, emotional, and behavioral skills that enable an individual to make informed ethical decisions and act responsibly in different situations. Research has shown that there is a positive and meaningful relationship between these two concepts, such that people who have a stronger professional identity make more informed ethical decisions when faced with different situations and observe ethical principles in their behaviors. Students with a high professional identity tend to be more committed to ethical values and professional standards and strive to be ethical in their educational and work environments. This is especially important in fields such as medicine, law, and engineering because decisions made in these areas can have profound effects on society and public welfare. Professional identity not only helps an individual better understand their duties but also makes them more resistant to unethical temptations and environmental pressures. In addition, professional identity increases a sense of responsibility. When an individual is aware of their professional status and considers themselves a member of a professional community, they will have a greater commitment to their behaviors. This sense of responsibility prevents unethical behaviors and disregard for professional values.

 Mental health plays a vital role in students' overall development, directly influencing their academic performance, emotional stability, and social interactions. Schools are not merely institutions for academic learning but also environments where students' psychological and emotional well-being is shaped. The concept of a "healthy school" has gained significant attention in recent years as educators and policymakers recognize the importance of fostering an environment that supports students' mental health. This study investigates the impact of the healthy school model, based on educational management knowledge, on the mental well-being of high school students in Noor County. A healthy school environment is one that promotes not only physical health but also psychological well-being. It includes elements such as a supportive administrative structure, effective teaching strategies, positive student-teacher relationships, and programs that address students' emotional and social needs. Educational management plays a key role in shaping such environments by implementing policies and practices that create a balanced and stress-free learning atmosphere. Schools that adopt an effective educational management approach are more likely to provide students with a sense of security, motivation, and belonging, all of which contribute to their mental health. One of the critical factors in a healthy school environment is the reduction of academic stress. Many students experience high levels of anxiety due to academic pressure, competitive environments, and unrealistic expectations from parents and teachers. A well-managed school focuses on creating a balanced curriculum, providing psychological support services, and fostering a culture of encouragement rather than excessive pressure. By doing so, students develop a healthier relationship with learning and experience less anxiety about academic performance. Furthermore, social relationships in school play a crucial role in students’ mental well-being. A supportive school environment encourages positive peer interactions, teamwork, and a sense of community. When students feel included and valued, they are less likely to experience feelings of isolation, loneliness, or depression. Educational management strategies that prioritize student engagement, extracurricular activities, and inclusive policies help build a sense of belonging, which is fundamental to mental health. Another important aspect of a healthy school is the emphasis on resilience and emotional intelligence. Schools that integrate mental health programs, counseling services, and emotional well-being workshops equip students with coping mechanisms to handle stress, setbacks, and emotional challenges. When students learn how to manage their emotions effectively, they become more confident, adaptable, and mentally strong. This not only benefits their academic performance but also prepares them for future personal and professional challenges. The present study examines how the implementation of the healthy school model, guided by educational management principles, affects the mental health of high school students in Noor County. By analyzing various factors such as stress levels, student engagement, academic motivation, and overall emotional well-being, this research aims to highlight the importance of structured and supportive school environments. The findings of this study contribute to the growing body of research on mental health in education and emphasize the need for educational institutions to adopt comprehensive management strategies that prioritize students' psychological well-being. In conclusion, the mental health of students is a critical issue that must be addressed within the educational framework. Schools that embrace a healthy school model through effective educational management can create environments that support students' academic and emotional development. By reducing academic stress, promoting positive social interactions, and fostering resilience, schools can play a pivotal role in shaping mentally healthy individuals. This study underscores the significance of implementing structured policies that focus on students' holistic well-being, ultimately contributing to a more productive and emotionally balanced future generation.

 This research is descriptive in nature and of the survey type. The statistical population consists of 1,975 students from the second cycle of general secondary education, vocational, and technical education. Based on Cochran's formula, a sample of 322 individuals was selected using stratified random sampling according to gender. The data collection tool included a researcher-developed questionnaire on the healthy school model with a focus on educational management knowledge and the Goldberg Mental Health Questionnaire (GHQ-28). To analyze the data, structural equation modeling was employed using SPSS21 and LISREL8.5 software.

 The results showed that the healthy school model with an educational management knowledge approach has a significant impact on the mental health of students, with a standardized coefficient of -0.73. Additionally, the calculated t-value between the two variables, the healthy school model with an educational management knowledge approach and mental health, was -12.64, which is greater than 1.96, indicating a significant relationship between the variables.

 This outcome highlights the importance of integrating educational management principles into the development of healthy school environments. By prioritizing students’ mental health through structured management practices, schools can create supportive spaces that reduce stress, foster emotional well-being, and enhance overall student performance. The negative coefficient indicates that as the application of educational management strategies improves, students experience better mental health, underlining the role of school administrators and educators in shaping positive environments. The study also underscores the need for school systems to move beyond traditional academic approaches and consider the holistic development of students, including their psychological needs. A focus on mental health, supported by an educational management framework, can contribute to more resilient and engaged learners. This research contributes to the growing body of knowledge that emphasizes the interconnectedness of educational practices and mental health, suggesting that schools adopting such comprehensive models are better equipped to support students’ emotional and academic growth. In conclusion, the results suggest that integrating educational management knowledge with the healthy school model offers a promising approach to enhancing students’ mental health, which, in turn, can positively influence their academic and personal development. Schools that adopt these strategies can create a more supportive, balanced, and effective learning environment for all students.

Training is a set of regular, orderly and back-to-back operations with specific and specific goals and in order to create and improve the level of knowledge and awareness of working people, create or improve the level of job skills, social and cognitive skills. They are used to improve the level of attitude of working people and create desirable behavior in accordance with the sustainable values ​​of the society. One of the important factors in the development of the quality of education is individual learning, and according to the investigations carried out so far, there has not been any research related to individual learning with a cognitive approach on improving the quality of education in employees. This research aims to provide a structural model of the influence of the learning organization on quality the training was carried out with the mediation of individual learning of the staff of the New Economy Bank.

The current research is based on the mixed type of exploratory (qualitative-quantitative) data. Therefore, the current research is practical in terms of its purpose, and on the other hand, considering that library study methods and field methods such as interviews and questionnaires were used in this research, it can be said that the current research is a research based on the data collection method. It is a survey type description. The statistical population of the qualitative part of the research includes experts, specialists and knowledgeable people in the field of research variables. The characteristics of the research experts who were approved by the supervisors and advisors were people who were outstanding in terms of knowledge and information in the field of research variables and who could be a symbol of the society by providing accurate information. To determine the samples of this research and to determine this group of experts, a non-random sampling method was used, and in this research, 20 people were considered as interviewees according to the principle of saturation. The statistical population of the research in the quantitative part included all the personnel of the branches of Eghtesad Novin Bank in Tehran, numbering 927 people. Using the table of Karjesi and Morgan (1970) and initially through random cluster sampling, 272 people were selected as subjects. In this way, based on the geographical distribution of banks in the city of Tehran, first, Tehran was divided into North, South, East, West and Center centers and in each section, an organization was selected and based on a simple random sampling of the employees of Eghtesad Novin Bank. The data collection tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire based on a 5-option scale in the quantitative part. For data analysis, structural equation modeling tests (confirmatory factor analysis) and exploratory factor analysis were used using SPSS-v21, Smart Pls-v2 software.

The results indicated the identification of 31 indicators (items). The components of individual learning included intrapersonal factors and interpersonal factors, as well as the quality of education including tangible factors, performance quality, responsiveness, teaching quality, and empathy. Other results showed that individual learning with a path coefficient of 0.604 has a positive and significant effect on the quality of training of the personnel of the Eghtesad Novin Bank of Tehran province. In identifying the quality components of individual education and learning, one must first make sure that the available data can be used for analysis, or in other words, whether the desired amount of data (sample size and relationship between variables) is sufficient for Are factor analysis appropriate or not? For this purpose, the KMO index and Bartlett's test are used. The KMO index is checked for sampling adequacy by evaluating the smallness of the partial correlation between the variables. The closer the index is to one, the more suitable the data is for factor analysis, and usually values ​​less than 0.6 are not suitable for factor analysis. Bartlett's test of sphericity examines the symmetry of the data (correlation is directionless in questions and factors) and examines the sameness of the correlation matrix. If the significance level of Bartlett's test is less than 0.05, factor analysis is suitable for identifying the structure. In Table 2, the results of the KMO index and Bartlett's test on the existing and identified indicators for the variables of the research model can be seen. Based on the obtained results, the KMO index is greater than 0.6 and shows values ​​almost close to one, which indicates the adequacy of the sample size based on the identified indicators for factor analysis. The significance level of 0.000 for Bartlett's test also indicates the suitability of the research variable for factor analysis.

In general, the results showed that individual learning has an effect on the quality of training of employees, so it is necessary for managers, in addition to strengthening the communication skills of employees, to pay attention to the issue of individual learning and the quality of training in order to achieve organizational goals. Because the quality of education is very important for the competition of organizations in the present era, and service organizations have always been looking for high quality education and services. In the meantime, banks also have no choice but to improve the quality of their education in terms of their mission-oriented role among service organizations. Because employee training is a set of activities planned by the organization to improve the knowledge and technical skills of employees, which provides them with the opportunity to increase their technical and specialized knowledge in their job position and acquire new skills to perform All these things will ultimately lead to the growth and development of the organization, so training is not a cost, it is a necessity and a vital thing for every organization. Organizational training and learning are topics related to organizational change and transformation. We are living in an era where tomorrow is no longer the continuation of today, we are living in an era of political, social and economic transformations, tools and techniques, etc. and if a bank or any organization wants to remain proud and stand out from its competitors in the competition scene, it must react appropriately to these changes. In fact, agility is the organization's ability to change in order to exploit the opportunities created based on this change. Given that the growth of organizations directly increases the gross domestic product and this automatically increases the welfare level of the society. Also, considering that our country is on the verge of entering the World Trade Organization and the increase and change of tools, techniques and techniques is the only way for the survival of organizations, banks and even production and service companies, the quality of education of organizations will be.

The present study was conducted with the aim of identifying and ranking the explanatory dimensions of the impact of research-based teaching management on metacognitive management and organizational atmosphere in the second year secondary schools of Mazandaran province.
The research method was exploratory mixed model. The statistical community in the qualitative section, a group of academic experts and organizational experts, in the quantitative section, the teachers of girls' and boys' secondary schools of Mazandaran province, in 400 schools, numbering 6420 people, and in the prioritization section, high education managers and management faculty members Education in Mazandaran province. In the qualitative part of the targeted non-random sampling method, 20 people, in the quantitative part with the multi-stage relative cluster sampling method, 364 people and in the priority setting part, 35 people were selected with the purposeful sampling method. became
Qualitative findings showed that "research-oriented teaching management" has nine dimensions, "organizational atmosphere" has seven dimensions and "transcognitive management" has eight dimensions. The results of the quantitative part showed that research-oriented teaching management had a significant effect on metacognitive management and organizational climate and organizational climate had a significant effect on metacognitive management, and organizational climate played a mediating role in the effect of research-oriented teaching management on metacognitive management.
  The results indicate that the variable "metacognitive management" and "problem solving strategies in teaching-learning" have more importance.

Using the curriculum during the educational and research period in schools, universities and scientific institutions has a great impact. The present study is a simple descriptive review study in the period from 2017 to 2018. Articles were searched in Isc, Google Scholar, Isi, Pubmed databases. The searched keywords include; Curriculum, research, self-efficacy, research self-efficacy, education and research were in Persian and English. . 17 articles were included in the study during 4 stages of search and screening and according to the inclusion criteria. The findings from the extraction of articles have shown; The curriculum is not only a road map for educational self-efficacy, but it is also effective in advancing research self-efficacy. By influencing the quality of learning experiences, the curriculum leads to the acquisition of research capability and research self-efficacy of learners. Therefore, providing a platform for developing a curriculum and creating changes in the curriculum with a research approach and welcoming the changes in the educational system will lead to the improvement of academic qualifications and the improvement of individual and collective research qualifications.

The importance and necessity of life skills training is determined when we know that life skills training improves psycho-social abilities. The purpose of this research was the relationship between mental health and life skills with job burnout of education workers in Noor city.

This  applied research was  correlational descriptive study. The statistical population of this research included all the education staff of Noor city in the academic year 2017-2018, and the size of the population was 150 people based on the inquiry from the education department of Noor city. To collect the research data, three standard questionnaires including Mslesh Job Burnout Questionnaire, Mental Health Questionnaire (GHQ) of Goldberg (1978) and Life Skills Questionnaire of Saatchi et al. were used and confirmed using Cronbach's alpha. To analyze the data, SPSS software and Kolmogorov-Smirnov tests, Sperman's correlation and regression were used.

After analyzing the data, it showed that there was no relationship between mental health and life skills and job burnout according to the (0.812) and (0.149) values at the 0.05 level.

  Considering the direct relationship between job burnout and mental health and life satisfaction, it is necessary to pay more attention to increasing employee satisfaction. Higher satisfaction can lead to the improvement of the mental health of employees, and as a result, we will have employees with better health and higher performance. Employees who are satisfied with their working conditions are not only less exposed to burnout, but because of having better mental health, they can also increase their productivity and work quality. Therefore, organizations should develop policies and programs that lead to increased satisfaction and mental health of employees, because this will not only benefit the employees, but also benefit the entire organization.

Universities and higher education centers are among the most important institutions in all countries, which are actually considered to train the workforce and citizens of every country. Therefore, the aim of the current research was to identify the dimensions of the intellectual style of professors with a psychological approach in Babol universities.

This practical study was conducted with a mixed approach using a qualitative and quantitative approach with an exploratory design. Delphi method was used in the qualitative part and descriptive survey method was used in the quantitative part. In the qualitative part, the statistical population includes professors of management fields who were experts in the field of the research subject, and 23 people were identified, 14 of them were selected by purposeful sampling and based on the saturation law, and 2100 people were managers and assistants of the units. Senior employees of Shahrvand Company were in the quantitative section, 325 of them were selected using random sampling method and based on Cochran's formula. In order to collect data, the researcher-made questionnaire of human resources strategy with the approach of the theory of strategic reference points and Lozier's ethical behavior questionnaire and Miles' organizational health questionnaire were used. The face and content validity of the tools were confirmed by the experts and their construct validity was calculated with a factor load of more than 0.5, which was confirmed. And their Cronbach's alpha was calculated above 0.7, which was confirmed. Exploratory factor analysis, confirmatory factor analysis, Friedman test and structural equations were used to analyze the data. ). The review of past research shows that effective education has been and still is one of the most important long-standing concerns in the field of education. When it comes to education or higher education, concepts such as professor and teacher and especially teaching appear far more than other related variables to the extent that some people even equate teaching with education and They have considered education and education as excellent. Learning, as one of the most important educational goals, is a product of teaching. Also, considering the importance of the need of higher education centers to recognize the abilities of teachers and the factors affecting learning in the classroom and to examine the conditions and atmosphere of classroom learning, considering the current conditions of the country, the attention to variables such as: learning and intelligence is doubled. . Intellectual styles or thinking styles, which are sometimes also called rational styles, mean a person's preference in using a certain thinking process. Thinking style is not synonymous with ability, but the way of using ability; People may have similar abilities, but their thinking styles are different. In this regard, one of the fields that is strongly related to the structure of intelligence is the field of education and education, and it can be a predictor of learning and academic success. (2). One of the factors affecting the motivation and academic engagement of students is the thinking style of teachers and professors. Professors need special tools to motivate students; That is, the methods that lead to increasing, decreasing and correcting students' behaviors during daily teaching (3). Undoubtedly, the existence of leading professors with intellectual style is one of the fundamental efficient factors in the quality of higher education systems. Professors help students learn by using their knowledge, using texts and teaching skills and creating a suitable environment. It is the characteristics of a professor that can facilitate the teaching-learning process and even compensate for the deficiencies of textbooks and the lack of educational facilities or, on the contrary, the best situation and subject of teaching with the inability to create a favorable connection to an inactive environment and become unattractive (4). Organizational learning is a complex process that leads to the development of new knowledge and has the necessary power to change behavior in the organization. Organizational learning is a tool that can be considered in the process of adapting the organization to changes in the existing competitive environment (5). Intelligence is one of the important factors that plays a central role in our daily life. Many people with high intelligence and good social skills fail in international interactions, the main reason of which is low cultural intelligence. People with low cultural intelligence may not be able to communicate with others from the same culture or other cultures and as a result, have problems in their life and business(6). On the other hand, people with high cultural intelligence are able to interpret the behavior of others and even adapt to others' behavior if necessary. These people understand the cultural fences, they know that these fences can frame our behavior and that of others (7). Cognitive psychology considers the human brain to be a very complex learning machine with multiple and intertwined processes (8). This science tries to divide this incomprehensible complex system into different parts and pay attention to the function of each part.

The results showed that after performing three rounds of Delphi qualitative technique, 8 components described as performance management, human resource training, planning, human resource recruitment, organization, organizational culture, agile organizational structure and human resource retention for the resource strategy questionnaire. It was determined that the highest standard coefficient (0.911) was related to the human resource training component from the strategic dimension components and the lowest value was related to the human resource preservation component with a standard coefficient (0.471) from the set of strategic dimension components. Also, the "performance management" component had the highest rating with an average rating of 5.22.

In general, it can be acknowledged that identifying the dimensions of professors' thinking style with a psychological approach plays a significant role in Babol universities.

Pedagogy is a conceptual framework that guides the activities of professors. Pedagogy is a theory for educational practice. University Pedagogy (TPACK) can be attributed to the organization of university educational-research activities. The most important pedagogical factors studied in medical education include flexibility, communication tools, inclusive, program and resource management, and evaluation. Accordingly, the present study was conducted to investigate the need for teaching and learning in medical education. Therefore, the present study was conducted by searching for the keywords of university pedagogy, teaching and learning, medical education, student and professor in databases in the period of years from 2008 to 2022. The number of primary articles obtained from the search included 28 articles After a step-by-step review and three-phase screening and application of exclusion criteria, we obtained 23 articles. The results showed that university pedagogy in medical education can be considered as an applied science field, so that professors and instructors of clinical education and basic sciences, educational and research director use the findings of different sciences to understand and guide the university and the classroom.

Background & Research self-efficacy is an important factor for research success in postgraduate students and follow-up of research implementation. Self-efficacy is people's estimation of their abilities in the field of performing a specific activity, and this belief greatly affects people's work and activity. Research self-efficacy increases optimal performance in various academic fields, especially research. Also, research self-efficacy includes students' confidence and trust in various research activities. This trust and confidence cover a wide range of research activities from library research to the design, implementation, and completion of practical projects. Research self-efficacy is a criterion for predicting scientific research productions. High self-efficacy increases the quality of scientific achievements, and low self-efficacy causes weak scientific achievements. Research self-efficacy subscales will be a useful tool to improve the topics presented by university professors in the classroom. Students' research self-efficacy shows their confidence in their ability to perform various research activities, from library research to designing and completing scientific projects, and it leads to professional pursuit of research. It should be noted that research self-efficacy is an important factor for research success in postgraduate students and the follow-up of research implementation. Accordingly, the ability to perform research is considered one of the important and basic self-efficacy skills for postgraduate students; therefore, the aim of the present study was to investigate the effect of automatic research on metacognitive skills in students of Farhangian University of Medical Sciences in Babol.
This research is applied in terms of purpose, which was done with a mixed approach (qualitative and quantitative). In the qualitative approach, the Delphi method was used, and in the quantitative approach, the descriptive correlation type method was used. The statistical population was identified in the qualitative department of the professors of Farhangian University of Medical Sciences of Babol, who were experts in the field of the research topic, and 30 of them were identified and based on the saturation law, 10 were determined and selected as a statistical sample. In a small part, the opinions of 4431 students of Farhangian University of Medical Sciences of Babol were used. In this section, based on Cochran's formula, 351 people were selected as a statistical sample using stratified random sampling based on university units. The opinions of the statistical community in the quantitative part of the research were obtained through 2 research self-efficacy questionnaires (made by the researcher) with 66 questions and 8 dimensions, the metacognitive beliefs questionnaire with 30 questions. Structural equations were used to analyze the data.
The results showed that the relationship between research self-efficacy and metacognitive beliefs is statistically significant. The very high t-value (6.708) indicates that the probability of this relationship is very low by chance and it can be said with more confidence that research self-efficacy significantly affects metacognitive beliefs. In other words, increasing the quality and effectiveness of research self-efficacy leads to the improvement of metacognitive beliefs. According to this path coefficient and R2 values, it is not possible to say whether this relationship is meaningful or not. For this, it is necessary to check the values ​​of the t statistic between the components of the variables and between two variables, as mentioned in Table 1 and Chart 2. According to graphs 1 and 2 and the path analysis results in Table 1, between the exogenous dependent variable (research self-efficacy) and the endogenous dependent variable (metacognitive beliefs), based on the path coefficients, there is a factor load of 0.376, also Because the t-value (6.708) is outside the range (2.58 and -2.58). Because the t-value is outside the critical range (-2.58 and 2.58), this means that the relationship between research self-efficacy and metacognitive beliefs is statistically significant. The very high t-value (6.708) indicates that the probability of this relationship is very low by chance and it can be said with more confidence that research self-efficacy significantly affects metacognitive beliefs. In other words, increasing the quality and effectiveness of research self-efficacy leads to the improvement of metacognitive beliefs.
Research self-efficacy may also influence the more effective use of learning strategies. Students with high self-efficacy are usually able to better manage their time, set priorities, and use feedback to improve their research performance. These features are directly related to metacognitive skills and give students a better understanding of their strengths and weaknesses and use them to improve their learning and research. Finally, the results of this study show that strengthening research self-efficacy not only increases students' self-confidence in conducting research activities but also helps improve their metacognitive skills. Universities and educational centers can strengthen these key skills by designing appropriate educational programs and providing practical opportunities for students. These measures can not only increase the quality of student research but also train more responsible and efficient students for the future. The results of this research are consistent with previous studies that show that self-efficacy plays an important role in improving cognitive and metacognitive functions. These findings highlight the importance of strengthening research self-efficacy in educational programs and show that universities should pay special attention to educating students in the field of research skills and increasing their self-confidence in this field. The results of this research showed that research self-efficacy has a positive effect on students' metacognitive skills. These findings indicate that students who have confidence in their abilities to perform research activities use metacognitive skills such as planning, evaluation, and monitoring better and more effectively.

Background &

Educational neuroscience is an interdisciplinary research field that combines neuroscience, psychology, and education to understand learning and teaching processes better. This science examines how the brain works during learning, memory formation, and interactions between the brain and the educational environment. One of the main goals of educational neuroscience is to discover and understand the neural mechanisms that are the basis of cognitive abilities such as attention, memory, and problem-solving. Using this knowledge, it is possible to design more effective training methods that are in harmony with the way the brain works. During their studies, students face many challenges that can affect their learning and academic performance. Educational neuroscience examines these challenges and their effects on the brain and the learning process to help students study better and be more successful. For example, stress is one of the important factors that can negatively affect cognitive performance. Studies have shown that high stress, especially during exams, can impair memory and reduce students' ability to learn new material. This science teaches us that managing stress and creating a balance between work and rest can help improve academic performance. Management of higher education with the approach of educational neuroscience can have a profound effect on students' cognitive strategies. This approach, based on a deep understanding of how the brain works in the learning process, seeks to create educational and management environments that aim to optimize students' cognitive performance. One of the key indicators in this field is to pay attention to educational methods based on scientific evidence that uses the findings of educational neuroscience to design and improve learning strategies. For example, research shows that active and collaborative learning can enhance neural activities related to memory and critical thinking, so creating more opportunities for this type of learning in classrooms can help improve students' cognitive performance. The use of educational methods based on neuroscience can help to develop and improve students' mental skills. These skills can include memory, concentration, critical thinking, and problem-solving. Considering the importance of metacognition in the learning process, the implementation of higher education management indicators with the approach of educational neuroscience can help improve students' metacognition. This helps to improve their cognitive abilities and thinking which inhibits and accelerates their learning. Considering the process of rapid changes in higher education, this approach helps universities to improve, change, and adapt to the needs of society and the labor market. The use of educational neurosciences in the design and implementation of educational programs can facilitate the optimization of cognitive processes, therefore, in this study, the influence of higher education management indicators with the approach of educational neurosciences on the cognitive strategies of students of Farhangian University of Tehran was carried out.

This research was fundamental-applicative in terms of its purpose, and in terms of the type of data, it was a combination (qualitative-quantitative) of the exploratory type, which was in the qualitative part of the Grand Theory method and the descriptive-correlation part. The statistical population in the qualitative part included academic expert managers (faculty members) and organizational experts, and in the quantitative part, it included all students of Farhangian universities in Tehran. In the qualitative section, 12 out of 25 people were selected according to the principle of saturation and targeted sampling, and in the quantitative section, 370 out of 12,473 people were selected based on the calculation of the sample size in structural equations and stratified random sampling. The data collection tool was a semi-structured interview in the qualitative section a 50-question researcher-made questionnaire of higher education management with an educational neuroscience approach derived from theoretical foundations, research background, and interviews with experts, and a 49-question cognitive strategies questionnaire. The method of data analysis in the qualitative part was theoretical coding (open, central, and selective), and the quantitative part included descriptive and inferential statistics (structural equation modeling and confirmatory factor analysis).

The results show the existence of a strong and meaningful relationship between higher education management with the educational neuroscience approach (exogenous latent variable) and cognitive strategies (endogenous latent variables). Path coefficients of 0.531 for cognitive strategies show that higher education management based on educational neuroscience has a positive effect on both types of strategies.

The results show that the management of higher education with the approach of educational neuroscience improves basic cognitive processes. This finding can mean that higher education, which is designed and managed based on a scientific understanding of how the brain works, helps students to do better not only in learning information but also in managing and optimizing their learning process. The results of the research emphasize that the management of higher education with the approach of educational neuroscience has a significant effect on the improvement of cognitive strategies. This shows the importance of implementing neuroscience principles in the design and management of education to help improve the quality of learning and develop self-regulation skills. For further improvement, it is suggested to pay more attention to strengthening students' metacognitive skills in educational programs and to design professional development programs for faculty members in a way that helps to improve these skills. Also, examining other factors affecting cognitive strategies can help provide a more comprehensive picture of the effective components of improving educational quality.

This article is done in order to identify the dimensions and indicators of the organizational health of police command forces for Mazandaran coastal cities. The research method is qualitative based on the content analysis theory, and the statistical population consists of all the commanders of the police command force of Mazandaran province in the coastal cities of Sari, Babolsar, Noor, MahmoudAbad, and Nowshahr. As a result, 10 individuals of them were chosen as a sample using the purposeful sampling method and taking into account the saturation law. The data collection tool is a semi-structured interview. To ensure the validity of the tools, it is reviewed by members, the peer review theory, experience, records of experts, and collaborative research. Also, the intra-subject agreement approach of two coders was used to confine the reliability. The results of the qualitative findings via the content analysis technique indicate that the organizational health model has two dimensions: "structural and managerial". The structural dimension has five components: "organizational atmosphere, organization structure, scientific emphasis, monitoring and evaluation, and organizational justice" and the management dimension has five components: "ethics, goal setting, resource support, effective leadership, and consideration". Since organizational health creates a pleasant environment for work, raising creativity and vibrancy, and achieving organizational goals in the organization of the police command, therefore, modeling the indicators resulting from this work could improve organizational health.

Currently, the development and improvement of the quality of higher education is one of the main priorities of the policy makers and officials of the educational system in Iran. In this regard, urban management plays an important role in improving the quality of higher education in Iran. This article examined the role and impact of urban management on the quality of higher education in Iran. Urban management can facilitate the improvement of the quality of higher education in Iran by creating appropriate infrastructure, developing financial and material resources, proper management and having comprehensive and sustainable plans in the field of education. Urban management can facilitate the improvement of the quality of higher education in Iran by establishing appropriate cooperation and coordination between executive bodies and education officials. This cooperation and coordination can lead to more productivity in using available resources, solving existing problems and improving the quality of Iran's higher education. Searching  articles based on Farsi keywords including urban management, quality of education, Iranian higher education, student, professor, and the English equivalent of these keywords were investigated in reliable databases and resources such as PubMed, Web of Science, Scopus, Google scholar, Science Direct, SID, and Magiran. All original articles were collected and reviewed for inclusion in the study. The screening criteria were applied in three steps; 24 articles were found at the beginning of the search, in the screening stage (4 initial stages), 8 articles were excluded from the study, and at the end of the screening stage, 16 articles related to the purpose of the study remained. which was subjected to content evaluation and included in the study. The results showed that, in general, urban management plays an important role in improving the quality of higher education in Iran. By creating appropriate infrastructures and facilities, planning and correct policies, cooperation and coordination with executive bodies and continuous monitoring, urban management can improve the quality of higher education in Iran.

The aim of this study was to identify university incubators in third generation universities. The research method was mixed (qualitative-quantitative), in the qualitative part the qualitative content analysis method was used with inductive approach, the participants of the qualitative part were specialists, experts and experts in the field of university incubators in the country. Targeted sampling method of type theory that 10 people were selected as key informants, the research data collection tool was a semi-structured interview. Data analysis was in the qualitative part of the theme analysis method, in the quantitative part the descriptive-survey method was used. The statistical population was all employees of companies operating in growth centers in universities of Mazandaran province. The sampling method was stratified random 225 people were selected as the statistical sample. The research data collection tool was a researcher-made questionnaire.Data analysis in this section Exploratory factor analysis in SPSS21 software was performed. Based on the research results, three dimensions of education (human resource management, knowledge management), structural (infrastructure, organizational structure, organization) and strategic (university strategies, services and support, internationalization) were identified. The results showed that university incubators include three dimensions. These dimensions are extended to three major areas of education, structure and strategy.

In reverse learning; Instructors changed the place from direct teaching in a large group learning environment. The aim of the present study was to model the reverse learning process in education of Mazandaran University of Medical Sciences.

The research design is also of exploratory mixed type. The statistical population in the qualitative section includes academic experts and members of the Education and Empowerment Committee of Medical Universities (Mazandaran, Tehran, Babol, etc.) and in the quantitative section includes Employees of the Department of Management and Resources Development, Health and Education Branch of Mazandaran University of Medical Sciences; In the qualitative section, in-depth interviews were conducted with 12 experts using the snowball sampling method, and in the quantitative section, a questionnaire was used to measure the model using the multi-stage relative stratified method among 310 samples. The face and content validity of the questionnaire and the reliability was confirmed by Cronbach's alpha method. Data were analyzed by exploratory and confirmatory factor analysis with SPSS and Smart PLS software.

The results showed that the reverse learning process has 12 dimensions in terms of learning motivation, individual factors, organizational culture factors, structural factors, the establishment of reverse learning, facilitation measures, organizational barriers and challenges, non-organizational barriers and challenges, bedding and planning, awareness, quality of education and quality of learning. The results of the quantitative section showed that all dimensions of the research paradigm model were confirmed.

It is Recommended to the officials of Mazandaran University of Medical Sciences to provide the necessary conditions for the establishment of reverse learning, make the necessary arrangements according to the results of the present study.

The present study was conducted with the aim of designing a model of the effect of research-oriented teaching management on metacognition management with the mediating role of organizational climate through the research method of mixed exploratory model.

In terms of practical purpose and in terms of research method, the research is a mixed qualitative-quantitative one, so that in the qualitative part, the model is identified and in the quantitative part, the model identified in the real statistical population is quantified and placed in the test plant. In the qualitative section, a group of academic experts, organizational experts, and experts related to the research topic, and in the quantitative section, there were 6,420 teachers of girls' and boys' secondary schools in Mazandaran province, in 400 schools. In the qualitative part of the targeted non-random sampling method, 20 people were selected as a statistical sample, and in the quantitative part, with the multi-stage relative cluster sampling method based on Cochran's formula, 364 people were selected as a statistical sample. In the qualitative part, the data were extracted through the implementation of the Delphi technique with a semi-structured and structured questionnaire in four rounds, and in the quantitative part, through the modeling of structural equations with the help of a 96-item researcher-made questionnaire and analyzed using SPSS and AMOS software. and analyzed. The reliability and combined reliability of the components were estimated and confirmed between 0.731 and 0.962 and 0.836 and 0.975, respectively.

Qualitative findings showed that "research-oriented teaching management" has nine dimensions: learning based on problem solving and research, group and collaborative learning, posing problems and challenging questions, developing social skills, exploration and exploratory approach, creating an environment. based on friendship and intimacy, brainstorming in the direction of creativity and innovation, the role of senses in understanding and communication between course materials and coursework according to the mental and academic conditions of students, "organizational climate", which has seven dimensions: supportive behavior, solidarity and group spirit, intimacy, role clarity, performance-based encouragement, rule-based guidance based on superior instructions and professional and ethical behavior and "transcognition management", which has eight dimensions: self-motivation, self-control, self-observation, self-judgment, self-reaction, goal Placing and managing available resources have been problem-solving strategies in teaching-learning and improving news and situational knowledge.

The results of the quantitative part showed that research-oriented teaching management had a significant effect on metacognitive management and organizational climate, and organizational climate had a significant effect on metacognitive management, and organizational climate played a mediating role in the effect of research-oriented teaching management on metacognitive management.

 Corona epidemic has led to a sudden change in the distance learning practices. This study endeavored to investigate the impact of E-skills training in Corona pandemic on improving the students’ educational quality at macro-medical universities in region one.

 This study was conducted in the academic year 2022 with a qualitative and quantitative approach. The population in the qualitative section, macro medical universities professors in region one, were 14 being selected by purposeful sampling method using the saturation law. In the quantitative phase, managers and deputies of departments, faculties, heads of department, and faculty members of the macro-medical sciences universities, in region one, were selected from among 1851 using stratified random sampling method. A researcher-made questionnaire on E-skills learning and the educational quality questionnaire of Sadeghi et al. were used to collect data. Confirmatory factor analysis and structural equations were used to analyze the data.

 The results revealed that the relationship between e-learning and educational quality in the universities of macro medical sciences in region one (with a path coefficient of 0.421 and a value of R2 equal to 0.403) and a t-statistic equal to 5.222 indicated that 42% of changes in educational quality were affected by e-learning.

 Given the positive relationship between electronic skills and their impact on educational quality, it needs to be acknowledged that today's fluid knowledge, the pervasive development of technology, and rapid changes in science and technology around the world require the development of an efficient and skilled generation for the future, and to achieve this, it seems necessary to seek to update professors, new teaching methods, and the content of course resources.

Health care systems need reforms in the process of education to performance. Reforms with a targeted educational and medical perspective that will permeate all effective health care systems and evidence-based medicine is considered a practical method in the development of health care and treatment in the world. This approach will be effective during its lifetime in the education of medical sciences, on the quality of education, on the quality of education, from the beginning of the education of health and medical sciences until the lifetime of the educators.
The present study is a systematic review by searching in Iranian databases such as: SID, Iranmedex, Magiran, foreign databases such as: Uptodate, Pubmed, Scopous during the years 2019 to 2022 with keywords; Evidence-based medicine, evidence-based education, evidence-based practice, evidence-based learning, evidence-based care, educational quality, medical science education are searched.
Evidence-based medicine in line with its longevity in medical sciences still needs a fundamental review in healthcare and treatment, many studies have stated the lack of use of evidence-based medicine and obstacles to its implementation in their results. However, the growing trend of using evidence-based medicine is not significant and requires inductive impulses to implement, apply and use and evaluate its effects.
Evidence-based medical education and its effects have been clearly studied, but micro and macro policies in its implementation and application require a fundamental review so that the process of education, learning, performance and care is the most favorable process of growth and development in the body. Go through the educational and research system of medical sciences.

The tragedy of the high-rise Plasco building´s collapse in the center of Tehran, not only the citizens of this city, but all the people of Iran were shocked. although what happened is not comparable to the dimensions of the September 11 disaster in New York, but in terms of the shape and the way the building collapsed, it evoked the same terrible and amazing condition in the world's public opinion. In this regard, it is expected that the damage of this accident can be reduced by educating the citizens.
 On  this subject, the aim of the current research is to provide a model for educating citizens in environmental hazards (big fire crises) [4]  based on the ground theory. Quantitative development of research activities in knowledge-based and developed societies is a permanent and continuous process, and diversity in different research methods requires a new approach of research methods and models. Therefore, the current research approach is qualitative. The current research tool is an interview that was collected from an elite panel. The results show that the most important extracted categories are the innovation of education and prevention[1]development conditions, participation, educational activities, effectiveness of training courses in big fire[3] and its consequences. Designing a comprehensive public education plan is a collaborative process, the result of which can be seen in the existence of a documented fire control and protection system. Public citizenship education[2] and increasing people's awareness through short-term citizenship education, education through public media such as radio, television, newspapers and local brochures can be the most important aspect of fire prevention activities.

The purpose of this study is to specify the model of conscious trust in intellectual development of managers in Islamic Azad Universities. The study used a mixed-method (qualitative-quantitative) approach. In the qualitative phase of the study, grounded theory was used while the quantitative phase involved a descriptive survey method. Participants in the qualitative phase were professors and experts in management, educational sciences, sociology, and social sciences. Through purposive sampling method, 11 individuals were selected as key informants. The sample size was based on theoretical data saturation. The statistical population in the quantitative phase included all faculty members in Islamic Azad universities in Mazandaran province of whom 308 were selected using single-stage cluster sampling method. Research data collection tool in the qualitative phase was semi-structured interview whereas in the quantitative section, a researcher-made questionnaire extracted from the interviews was used. Data in the qualitative phase were analyzed using coding method, and in the quantitative phase Structural Equation Modeling in PLS software was performed to analyze the data. The results showed that underlying, causal and environmental factors have positive and significant effect on conscious trust. Conscious trust has an effect on the intellectual development of managers of Islamic Azad Universities of Mazandaran Province. It also has a positive and significant effect on strategies of conscious trust and intellectual development. Considering the value of R2 for conscious trust variables, conscious trust strategies and intellectual development are estimated as strong predictors. The development of intellectual capital to implement organizational strategies can lead to good organizational performance for the university.

Providing an Indigenous Model of Police Training and Education with a Future-Research Approach As futurology provides an opportunity for decision-makers to explore future conditions and characteristics, it is considered a platform for development. Given that an indigenous model of the futures research process has not been presented in the NAJA with a futures research approach, this study seeks to provide an indigenous model of police training and education and in fact the main theme of the research is that the indigenous model of police training and education with an approach What is the future of research in NAJA?

This research is applied in terms of purpose and descriptive-analytical in terms of research method with the same approach. In order to conduct the research, first of all, with the reference of literature and research background, the factors affecting future research in NAJA have been counted using the content analysis method. Then, in order to achieve the conceptual model of research on relationships between identified factors, interpretive structural modeling (ISM) method and using a researcher-made questionnaire and data collection from 13 experts in the field of futures studies in NAJA have been used.

The present study was conducted by searching for the keywords e-learning, e-learning, virtual education, medical education, student, professor, university, pandemic, Covid-19 epidemic, in databases in the period from 2019 to 2021. The number of primary articles obtained from the search included 28 articles, upon which after a step by step reviewing and three-phase screening and applying the exclusion criteria, we reached 23 articles. The results showed that strengthening and necessitating to increase the skills of professors and students in the field of e-learning should be considered. Factors such as lack of proper infrastructure, inconsistency and disruption of websites, insufficient computer knowledge of students, professors, deprivation of supervision and proper evaluation of professors, etc. are the most important challenges in the development of e-learning.Therefore, it is necessary to create a national determination and a realistic view in the field of e-learning technology with hope for the future and moving forward in the implementation of the strategic statement of the second step of the revolution in the field of medical science technology.

The aim of this study was to determine the effectiveness of life skills training on ego strength, mood and suicidal ideation among girls who attempt suicide in Ilam province. The research method is quasi-experimental and pre-test-post-test design with control and follow-up group and the statistical population of the study includes all girls aged 18 to 24 years in Ilam province who committed suicide in 1397-98 and went to medical centers. Medical sciences of Ilam province have been referred, in which 40 people were purposefully selected as a sample and replaced by experiments (based on age, education and marital status) in experimental (20 people) and control (20 people) groups. Is. The instruments used are the Mood Scale (Kellinger et al., 1994), the Ego Power Scale (Baron, 1995), and the Suicide Thought Survey (Beck Suicide Thought Questionnaire, 1961). Data were analyzed by repeated measures analysis of variance. The results indicate the effectiveness of life skills training on suicidal ideation, mood and ego strength in the post-test and follow-up phase among girls who attempt suicide in Ilam province. Thus, life skills training reduces suicidal ideation and increases temperament and ego strength among girls in suicide research in Ilam province and its effect is maintained over time.