شکیبا السادات طباطبایی

Study guide is a tool that helps to direct learners on the education path as a road map and can facilitate their learning process. Moreover, it provides useful information for educators to achieve optimal learning outcomes. Therefore, the present study aimed to investigate the students' perception regarding the application of study guides in clerkship and internship courses in the clinical education process at Shahid Sadoughi University of Medical Sciences.

This analytical-cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2020-2021. In this study, the viewpoints of 62 students regarding the use of study guides in the process of clinical education were investigated through a validated Agarwal's (2017) questionnaire. The content validity ratio (CVR) in all items was higher than 0.49, and the content validity index (CVI) in all items was reported to be higher than 0.79, with no items being omitted from the questionnaire. The required data were collected using the field research method. Data were analyzed using descriptive (mean, standard deviation, and percentage) and inferential tests (Students T-Test) in SPSS software (version 16.0).

The mean age of participants in this study was 25.32±0.71 years, and 33 participants (53.2%) were female. The mean satisfaction scores of the students from the internship and clerkship courses were calculated as 3.55±0.97 and 3.44±1.59, respectively, indicating the acceptable satisfaction of the externs and interns with the study guide. The results showed that there was no significant difference in the views of the participants regarding the application of the study guide in internship and clerkship courses (P=0.45). The highest mean score was reported in the "instructiveness" item (4.14±0.69).

The results showed that the students considered the study guide an informative tool and a motivator for creating motivation for learning through increasing awareness and knowledge concerning the educational program and the learning process. Systematic planning is recommended for the use of learning guides to manage students' learning in medical school.

During the past few decades, the development of consulting methods among faculty members have been increasingly recognized as essential for the development of personal and professional performances and job satisfaction. Using a consulting approach has been introduced as a critical method for developing the professional skills of faculty members. The method helps new faculty members to achieve guidance and instruction to improve teaching, research, and awareness of academic expectations and responsibilities. In addition, critical thinking skills and job-specific skills are enhanced by this method. This method also helps teachers acquire the essential competencies to succeed in academic life, including teaching skills and preparation for academic advancement. The present study discussed the eduators' experiences on faculty development course by consulting clinic focused on educational scholarship conducted at the Shahid Sadoughi University of Medical Science.

The aim of the present study was to assess the psychometric properties of the tool for evaluating attitudes toward educational scholarship from the perspective of faculty members in empowerment programs.

The present study is a cross-sectional (descriptive-analytical) study, conducted at Shahid Sadoughi University of Medical Sciences. The Delphi technique was used to evaluate the content and face validity of the Persian version of the questionnaire of Jackson et al 2005. Exploratory factor analysis of the questionnaire was performed for the first time. Internal Consistency test and reproducibility was calculated using Cronbach's alpha, ICC test, respectively.

The results of content validity showed that all items of the questionnaire based on the Lawshe table had values greater than 49.0. Quantitative and qualitative validity of the questionnaire was confirmed. The results of confirmatory factor analysis showed that the items were categorized into two categories: self-efficacy and motivation. The reliability of the questionnaire was confirmed by the internal consistency with Cronbach's alpha = 0.93 and ICC = 0.89 of the questionnaire.

The results confirmed the validity of tool. Therefore this tool could be useful for the evaluation of supportive-educational programs to empower faculty members. In the present study, two factors of self-efficacy and motivation were identified that point to the importance of motivating faculty members that encourages them to start and continue educational research projects. The self-efficacy factor also increases people's belief in the ability to carry out educational research projects.

Understanding the influential variables on coupleschr('39') sexual problems can be applied in prevention and treatment programs. The purpose of the present study was to predict sexual problems based on fear of intimacy and procrastination. For this purpose, 220 married students from Tehran universities (130 women, 90 men) in the academic year 2019 participated in this study and completed the Fear of Intimacy Scale (Descutner & Thelen, 1991), the Pure Procrastination Scale (Steel, 2010), and the Golombok-Rust Inventory of Sexual Status Questionnaire (Golombok & Rust, 1986). To analyze the data, correlation coefficients were calculated and stepwise regression was run. The results showed that there was a significant positive relationship between fear of intimacy and sexual problems, and also between procrastination and sexual problems Which is significant at the level (p≥ 0.01). R2  is the first step concluded 0.52, and in step 2 concluded 0.56 Which is significant at the level (p≥ 0.01). Based on the research findings, it can be concluded that fear of intimacy and procrastination can predict sexual problems and fear of intimacy is a stronger predictor of sexual problems than procrastination. investigating these variables in individuals can help prevent and treat sexual problems effectual and improve marital satisfaction.