فهرست مطالب هانیه مستور

In health care, the well-being and flexibility of the operating room staff are of great importance due to the hard and stressful nature of their work. Therefore, this study was conducted to determine the effect of Stoic resilience training on the resilience of operating room staff.

The present study was a semi-experimental pre-test-post-test intervention study with a control group. A study was conducted among 67 people operating room staff working in Imam Ali and Imam Hassan hospitals in Bojnord city in September 2023 In this research, the demographic check list and the Connor and Davidson standard resilience questionnaire were used to collect information. The educational intervention was also implemented using the “SeRenE” Stoic education package. This training package includes 4 exercises, which were used only 3 exercises per day and for 6 consecutive days (45 minutes per day) due to the resilience variable. Statistical analysis was done using SPSS version 24 and at a significance level of 0.05.

Based on the results, the total resilience score increased after the Stoic training (72.03±8.31) and showed a statistically significant difference with the control group (65.03±11.16) (P>0.05). The results showed that after Stoic training, mean of subscales of competence, trust in one’s instincts, tolerance of negative affect, positive acceptance of change and secure relationships, control as well as the total score of resilience increased in the training group. Although the mean score of spiritual influences dimension increased after the training, this increase was not statistically significant (P=0.097).

The findings show that Stoic training had a positive effect on various aspects of resilience among operating room staff, whose effects are more obvious in some subscales such as trusting individual instincts, tolerance of negative emotions, and positive acceptance of change. In general, the results showed that people's resilience increased after Stoic training. It is recommended to include Stoic training programs in the training of health personnel and caregivers.

Ever since the COVID-19 pandemic, universities across the world have incorporated virtual learning technology approaches in to their teaching methods. This study aimed to investigate the acceptance of e-education learning technology among dental students.

Methods and Materials:

 This descriptive cross-sectional study was conducted from August-November 2021 and included students attending Mashhad Dental School, Mashhad, Iran during this period. Students who had at least two years of long distance and virtual learning experience, were eligible to participate. This study used the Technology Acceptance Model (TAM) framework to assess the acceptance of e-learning. Davis's TAM (1986) scales were used to collect data. This questionnaire consisted of nine constructs: personal, social and organizational factors, innovativeness, perceived usefulness, perceived ease of use, attitude toward using, behavioral intention and actual use. Each question received a score of 1-5. The participants’ demographic and academic information, including their gender, grade point average (GPA) and year of university, were recorded. ANOVA, Pearson’s correlation coefficient and Student’s T-test were used for statistical analysis.

A total of 252 students completed the study. The majority (n=181, 71%) of students demonstrated good acceptance of virtual education technology. The mean acceptance score was 3.38 ± 0.7. Perceived usefulness received the highest mean score (3.78 ± 0.81), while organizational factors scored lowest (2.6 ± 1.05). No significant differences were found in technology acceptance scores based on gender (P=0.53) or year of entry (P=0.32). Innovation characteristics (r=-0.17, P=0.005), perceived ease of use (r=-0/13, p=0/02), attitude towards technology (r=-0/14, p=0/02), and intention to use (r=-0/12, p=0/04) showed minor but statistically significant and negative correlations with students' GPAs. Social and organizational factors indicated moderate acceptance with mean scores ranging from 2-3.

Dental students exhibited a good level of acceptance regarding the use of e-learning technology. Improving social and organizational components can increase the adoption of e-learning technology.

Due to the importance of resilience and stress control in the direction of faster recovery of patients with covid-19, as well as the role of teaching comprehensive national recipes in reducing complications caused by this disease, in this research, an attempt was made to evaluate the effect of comprehensive instruction National covid-19 tests on the perceived stress level and the level of resilience of patients with this disease.

This research was conducted in a quasi-experimental way in two groups of cases and controls, the selection of people was done by simple random method, and the training was provided by telephone conversation and using social networks. Information was collected through questionnaires that included demographic information and two questionnaires on resilience and perceived stress.

Results showed that the size of the effect of training comprehensive national guidelines on resilience and reducing perceived stress is 56%. The significance level for both variables of resilience and perceived stress is less than 0.05, which indicates the difference between the post-test and pre-test conditions in the intervention group.

The teaching of comprehensive national guidelines for covid-19 had an effect on the level of perceived stress and reduces it and increases the resilience of patients with covid-19.

Education is the vital and economic engine of any society that changed from traditional to electronic mode following the Covid-19 epidemic and provided the necessary context for self-teaching thinking. In the field of education, there is a concept called self-directed learning, which consists of three separate parts: self means personal, directed means guidance and learning means learning. In fact, self- directed learning includes all cognitive and motivational processes which the learner determines goals accordingly and plans in that direction.

 This research is a narrative review study of some articles and books published in the field of self- directed learning from 1975 to 2020.

 To achieve self- direction in learning, it is necessary to strengthen skills and characteristics. In fact, both learner and teacher have roles that the learner can contribute to the effectiveness of their learning.

One of the effective ways to be self- directed in learning, motivation and commitment. In fact, self- directed learning will be effective when the person first feels the need to learn, then determines goals for successful learning, and finally, to achieve the goals from communication tools, participation and teacher monitoring get help.

Formative assessment can improve the teaching and learning process. It is a kind of continuous assessment that provides effective evidence to which learning outcomes are achieved to improve learners' performance.

This study is a review in which the key phrases including Formative Assessment, Electronic Formative Assessment, Digital Formative Assessment, Computer Assisted Formative Assessment, Feedback, Meaningful Feedback, Cunstructive Feedback, Educational Feedback, Formative Feedback, Effective Feedback and Medical Education in the available international databases such as Scopus, Eric, ProQuest, Google Scholar, PubMed, Wiley Online Library, Science Direct and Web of Science have been reviewed from 2010 to 2020.

A total of 59 documents were evaluated as the most relevant studies. Findings indicated that continuous use of formative assessment and effective feedback leads to efficient results on the teaching and learning process.

Formative assessment has positive results on learning and by providing effective feedback, makes a significant difference in the quality of the teaching and learning process. In fact, effective feedback is the link between formative assessment and learning and is one of the most important elements in learners’ evaluation that leads to the function of assessment as a tool for learning.

The present research aim is to investigate the effect of holding the virtual laboratory, real laboratory, and education by the conventional method (lecture) on students' motivation in physics and laboratory lessons. The research sample has been selected among girl students of mathematics and physics branch in the third year of high school curriculum choice and syllabus of the electricity has been considered. The considered sample was selected through the random sampling and consisted of 45 persons that were investigated in the form of three groups. The present research design is of quasi-experimental type. The instrument of data collection has been SMQ4 questionnaire. The obtained results of analysis showed that there is a significant difference among three groups in components of motivation and average of most components of motivation is more in the group of virtual laboratory than two groups of the real laboratory and education by the traditional method. Keywords: motivation, virtual laboratory, real laboratory, the computerized simulation

The aim of this study was to investigate the learning environment based on real time electronic formative assessment in medical education and its impact on learning.

This randomized clinical trial was conducted on 323 students studying at the Medical School of Mashhad University of Medical Sciences, Mashhad, Iran, during the first semester of the academic year of 2017-2018 using a post test control group design. The research hypothesis was studied by means of independent t-test.

According to the results, there was a significant difference between the control and intervention groups in students’ learning (P < 0.05).

As the findings indicated, the use of real-time electronic formative assessment in the educational environment can enhance students’ learning in medical education.

The aim of this study was to design and development of learning environment model based on real-time electronic formative assessment in medical education and investigating its content validity.

In this study, a mixed method research was used. Qualitative content analysis with inductive design was first performed and based on the results, the initial model was developed. In the quantitative section, content validity of the model was done by a questionnaire survey by experts. In order to select articles in relation to the identification the elements of real-time electronic formative assessment model, valid scientific documents are indexed and relevant in international databases such as Scopus, ProQuest, Eric, Web of Science, Wiley Online Library, PubMed and Science Direct during the period 2000 to 2018 using the PRISMA protocol were selected and 67 documents were analyzed finally. To validate the content of the proposed model, 37 experts from the fields of educational technology, assessment and measurement, medical education and medical informatics were selected as a sample.

According to the content analysis, 8 classes were obtained as follows: learning outcomes, Processes/Learning activities/Strategies, Academic Engagement, Interaction, Motivation, Assessment and evaluation of learner progress, Immediate feedback, Interventions and support that resulted in designing of the desired model. The findings in the quantitative section also indicated that the proposed model had the necessary validity and effectiveness in the medical education.

The learning environment based on real-time electronic formative assessment has a good impact on medical education

The present research aim is to investigate the effect of using E-Portfolio on students' Achievement Motivation and Achievement. The research sample has been selected among undergraduate students studying instructional technology in PNUM. The considered sample was selected through the random sampling and consisted of 90 persons that were investigated in the form of two groups. The present research design is of quasi-experimental type. First, for each group a pre-test was performed in the same condition. Then, during the 14-week training, experimental group used E-portfolio and the control group was evaluated by using conventional measurement methods. At the end of the semester (14-week training) post-test was held for both groups. The obtained results of analysis showed that there is a significant difference between two groups in Achievement Motivation and Achievement.