محمدحسن کشاورزی

Different factors affect the quality of virtual education. Identifying them and their relationships with each other can provide a suitable opportunity for educational planning based on the needs of learners and the characteristics of the educational environment. Therefore, the purpose of this study was to investigate the status and relationship of three factors of metacognitive state, learning styles and time management among virtual master's students in the field of medical education.

This cross-sectional analytical study was conducted in Iran University of Medical Sciences in 2021-2022. Fifty-four medical education master's students were included in the study by census method. Data collection tools were O’neil and Abedi's metacognitive state questionnaires, WARk's learning style questionnaire and Truman's time management questionnaire. The data were analyzed and using Mann-Whitney, Chi-square, Kruskal-Wallis and Spearman's correlation coefficient through SPSS .

The results showed that the most used learning style in both sexes was listening. The mean of time management score was 41.77±6.74 and the mean of metacognitive strategies was 50.03±7.46. The results of the study showed that there was significant relationship between learning style and metacognitive score (P=0.005, H=14.745),  as well as,between learning style and time management (P=0.001, H=19.433). Also, the relationship between learning style and all metacognitive components was significant (P<0.05). According to Spearman's test, there was no significant relationship between metacognitive state and time management (P>0.05, r=0.109).

According to the results of the current study, the dominant learning style of virtual students was listening, and the mean of metacognitive score was average and time management was relatively favorable. Therefore, it is suggested, policy makers pay attention to these three factors in the revision of curriculum and educational planning for virtual students.

Preventive behavior is the best way to control COVID-19 disease. Therefore, the present study was conducted to determine the relationship between spiritual health and religious beliefs with the preventive behavior of COVID-19, based on the health belief model.

The present study is a descriptive cross-sectional study performed on 400 citizens of Shiraz, Iran, who were selected through available sampling. For data collection, questionnaires of demographic variables, health belief model, Ellison’s spiritual well-being scale, and God lucus of health control scale were used. The collected data was analyzed in SPSS software (version 22) using descriptive and analytical statistical tests.

The mean age of participants was 36.95 ± 10.52 years. Around 61% of the participants were women and 27% of them had university education. Correlation coefficient test showed a significant correlation between COVID-19 preventing behaviors and the structures of health belief model, spiritual well-being, and God's place in health control (P<0.05). The constructs of perceived benefits, spiritual health (existential and religious), God's place in health control, perceived sensitivity, and self-efficacy were the strongest predictors of behavior (P<0.05). In regression analysis, the studied variables predicted 64.6% of the variance of COVID-19 preventive behaviors.

The results of this study showed the relationship between spiritual health and religious beliefs with COVID-19 preventive behaviors, based on the health belief model. It should be mentioned that in carrying out an educational intervention to prevent the COVID-19 disease using the health belief model, spiritual health, and religious beliefs of people should be considered.

Evidence-based Practice has been shown to improve patient care and outcomes, and studies emphasize that one of the barriers to the non-use of evidence-based practice (EBP) is the lack of proper education in this area. This study aims to develop educational factors in evidence-based rehabilitation.

The study was conducted using the content analysis method. The study population was the rehabilitation educators in rehabilitation schools in Iran. Purposive sampling and semi structured interviews were applied to gather the data. A total of 16 rehabilitation educators were interviewed. Data analysis was conducted using Graneheim and Lundman methods. 

The findings of this study showed that evidence-based practice (EBP) is an educational (practical) process. Effective educational factors in evidence-based performance begin with the consideration of the needs of the patients and then look for the best methods to find the best evidence. Four themes, 10 categories, and 37 subcategories have been extracted from the study. From the analysis of the data obtained from the interviews, four main themes of “learning to find scientific evidence”, “interaction in the field of education,” “restrictive factors,” and “facilitating factors” emerged.

Finally, they considered the triple principles of the best evidence medical education, which include the use of available scientific evidence, clinical experiences, and the client’s needs. For treatment, it integrates these parameters, and proper and timely education plays a fundamental role in this process.

Students' academic achievement is one of the important indicators in assessing university education. It seems that the use of cognitive strategies plays an important role in making desired changes in learning and academic achievements. Therefore, in this research, the effect of teaching cognitive strategies on the academic achievement of medical students was studied. This quasi-experimental study was conducted on two groups of 50 medical students of Iran University of Medical Sciences, using a two-group pretest-posttest test method. In the experimental group, in addition to presenting the content of the course, cognitive strategies were presented and practiced for 20 minutes in 6 sessions. The data collection tool was an educational test (pre-test, post-test and final end-of-period test). The data was analyzed using descriptive and inferential statistics (paired and independent t-test) and analyzed using SPSS20. All students participated in the study. There was no significant difference between the scores of students in the two groups before the training of cognitive strategies (P=0.28). However, there was a significant difference between the scores of the two groups after the intervention and the training (P = 0.01).The average end-of-period test scores increased in both groups compared to the pre-test but this increase was higher in the experimental group than in the control group. Teaching cognitive strategies in university education is effective and it will promote the learning skills of learners and consequently their academic achievement. Therefore, considering it is recommended in educational planning.    Citation: Keshavarzi MH, Safari E, Shakarabi M, Kangrani Farahani AR, Taghavinia M, Zabihi Zazoly A. The Effect of Teaching Cognitive Strategies on the Academic Achievement of Medical Students. Journal of Development Strategies in Medical Education 2019;6(2):1-9.

Nowadays, the academic achievement of students is one of the concerns of professors and authorities. Therefore, the training courses are expected to be designed so that students can achieve this goal as one of the indicators of educational system effectiveness. Hence, in this study, we try to use cognitive strategies training for nursing students' academic achievement and the impact of this training is examined by applying the Kirk-Patrick model.

This quasi-experimental study was performed on 60 nursing students (two groups of 30 students) of Iran University of Medical Sciences. In the experimental group, in addition to presenting the content of the lesson, 5 sessions of 20 minutes were presented and practiced in the form of the extracurricular cognitive strategies program. The data collection tool was pre-test and post-test (end-of-course test). Data were analyzed by SPSS software version 20.

All 60 students participated in the study. There was no significant difference between the scores of students in the two groups before the cognitive strategies training (P = 0.1). There was a significant difference between the scores of the two groups after intervention and training (P = 0.001). Moreover, paired t-test results showed that the mean scores of post-test in each group increased compared to the pre-test but this increase was higher in the experimental group than the control group (P = 0.001).

Training the cognitive strategies will lead to students' academic achievement so that planning is recommended for training and promotion of these strategies.

This study aimed to evaluate the relationship between self-determined motivation and work engagement of faculty members of Iran University of Medical Sciences. This descriptive and correlational study was performed on faculty members of Iran University of Medical Sciences in four schools of health, medicine, paraclinical and behavioral sciences, and mental health. In total, 100 subjects were selected using the Cochran formula. Research tools included work engagement (Salanova and Schaufeli [2002] with 0.99 reliability). In addition, data analysis was performed in SPSS version 21 using normality, correlation, and multiple regression tests. According to the results, 44% of the subjects were male, and 56% were female. There was a significant and positive correlation between internal, introjected, and self-determined motivation and work engagement of the faculty members. On the other hand, there was a negative and significant relationship between internal and external amotivation and work engagement of the participants. Results indicated that 22% of the variance of work engagement could be predicted based on the dimensions of self-determined work motivation. In addition, 17% of the variance of self-determined motivation could be foreseen according to the dimensions of work engagement. According to the results of the study, high levels of self-determined work motivation could have positive outcomes, such as work engagement. Given the fact that work motivation could be predicted by the dimensions of work engagement, it is necessary to design methods to maintain a high level of work motivation in faculty members by planners and decision makers of this field.

Regarding the liability, and the importance of implementing Performance-based Budgeting, and because of the importance of the health sector in Iran economic system, this research considers the feasibility of implementing Performance-based Budgeting in Shiraz University of Medical Sciences. This research is applied, and the method for collecting data is based on questionnaire and field researches according to SHAH Model. Besides three dimensions of ability, authority, and acceptance, economic efficiency was also added to this model as an effective variable. The research sample includes three groups of chief officers and deputies, financial managers, accounting chairmen, and budget and financial experts of Shiraz University of Medical Sciences. In order to examine the research questions, One Sample t Test, ANOVA, and Friedman Test were carried out by using Excel software 2010, and SPSS Version 18. The results of the research indicate that from the replier's point of view, although the appropriate acceptance and belief in implementing Performance-based Budgeting exist, ability dimensions, and authority do not exist in Shiraz University of Medical Sciences. Moreover, all the repliers believe that Performance-based Budgeting coincide with economic efficiency. Also, the group of financial managers and accounting chairmen had much more political and managerial acceptance than the other groups; however, almost all the replier groups had the same opinion in other cases. The findings of this research show that in general, at the time of doing this study, there is not any appropriate situation for implementing Performance-based Budgeting in Shiraz University of Medical Sciences.

The aim of this research was a path to survey about virtual education and parameters and viewpoints of students and faculty members and authorities as target for possibilities assessment of applying this kind of education in faculty of educational science and psychology Marvdasht Open University in 2012. The method used is descriptive and survey. The instrument for data collection compromised 2 questionnaires of Davudi Memghani. Students include 2 groups: post graduation and under graduation that are seniors and faculty members and authority of university. For sampling 37 teachers and authorities and 366 students was chosen. Survey data were analyzed through implementing two descriptive (Frequency and percentage) and deductive method (Chi Square). The results indicated: high level of academic board members & authorities as expert has claimed that there are the possibilities of implementing virtual education in the faculty of educational science and psychology. Both of two groups have tended for using virtual education especially students (in high level). Academic board members & authorities have believed hard and software infrastructures has vital role for implementing virtual education. Today is the age of information in the Tafler s point of view of. Virtual learning is the important role in the improvement and development of organizations. After the resolution of cultural obstacle and accepted this technology by people، it is appear other infrastructure and equipment in the organizational and national level have an effective role in the system.