atefeh mosayebi

One of the most important problems in metropolises is slum and marginalized areas which affected by social issues and also affect them. Purpose of this article is to report community social work intervention with local development model based on antidiscrimination theory, in Farahzad area of Tehran.
Case: In order to conduct community internship, the social worker conducted his activities in Farahzad during the six stages of assessment; choosing the model of community-based social work intervention, holding a social mobilization meeting, forming a local team and holding weekly meetings, designing and implementing local projects, and evaluation. These interventions were based on the local development model and anti-discrimination theory. The main problems of the neighborhood were identified with the participation of the members of the neighborhood, and after choosing the appropriate solution, measures were taken to reduce the identified problems. Based on rapid situation analysis of Farahzad, the most important problems included drug use and distribution, the presence of street children, the lack of security, cultural poverty, health problems, roadside problems, the educational problems of children and domestic violence. Based on the nominal group technique, the problems were; personal and environmental hygiene, domestic violence, educational problems, and group strategies include education for children and education for families. The details of these interventions are described as a case report in this article.

Community-based interventions in marginalized areas of metropolitan cities can lead to sensitize locals to their problems and increase their participation; so that they can change what they are dissatisfied with.

Determination of the individual differences and students’ learning style are essential factors in the selection of proper teaching method which leads to effective learning and suitable programming in the educational system.. The present study aimed to determine learning styles of health care management students and then preferred teaching methods based on their styles in Tehran University of Medical Sciences..Patients and The present research was a descriptive, cross-sectional study that conducted in 2012. The study population was health care management students and we select them by sampling enumeration method (response rate 87%). The tool of the research was Kolb learning style questionnaire that includes 12 questions. We distributed the questionnaires among the students to answer the questions. After completing this task, we collected the questionnaires and analyzed the data based on the Learning Style Inventory (LSI) guide by SPSS software.. The prevalent learning styles of the students were as follows: assimilating with 63 followers (51%), then convergent with 56 (45%), next accommodating with 2 (1.26%), and finally divergent with 2 (1.26%). The average age of students was 20.8 ± 2.4 years. There was no significant correlation between demographic variables and learning styles.. The findings of this study can be useful in competency development of health care management students. This approach paves the way towards effective and practical learning for these students to prepare them for opportunities in their future market job..

In order to develop teaching competencies and prepare PhD candidates for future roles as faculty members of medical schools, the present study conducted to determine PhD candidates` educational needs and their skills concerning teaching competencies. The present study was a descriptive- analytical and cross-sectional study that was conducted in year 2011. The Study population was PhD candidates who studied in Health School of Tehran University of Medical Sciences. In the present study a “Teaching Competencies Assessment” questionnaire was used that included 2 part s; the demographic information and 16- items of educational competencies and needs. The validity and reliability of th e questionnaire was approved by alpha Cronbach’s coefficient (educational need 94% & educational skill 87%). Data analysis was conducted using SPSS. The result of the present study showed that teaching skills of PhD candidates were at “familiar without implementation capability” level. The lowest candidate s` skill was “Student Assessment” field. The candidates had educational needs in all 16 areas of teaching skill fields (3.85:5). “Lecture Presentation” (4.1:5), “logical structure of Presentation” (4.02:5) and “Motivating methods” (4.01:5) fields were the highest educational needs of PhD candidates. The results of the present study confirmed the need for systematic planning in order to develop teaching competencies and prepare PhD candidates for teaching role in future.