فهرست مطالب mohammadhasan keshavarzi

Traditional medicine refers to a set of indigenous or acquired health care practices outside the mainstream health care system in any country. A wide range of people use traditional and complementary medicine in Iran, and due to its ancient Persian origin, it is known as Persian Medicine (PM). PM is used for a wide range of people and diseases because it comprises various treatment strategies. Thus, the familiarity of healthcare providers with it seems essential for them.

This quasi-experimental study was conducted to investigate the effect of PM education on the knowledge, attitude, and practice of medical sciences students in Iran. In this study, an educational intervention on knowledge, attitude, and practice of Persian medicine was conducted on medical sciences students in the fifth-largest region of health education in Iran. The data were collected from 99 medical sciences students. The knowledge of these participants was evaluated and compared before and after the courses by a questionnaire scored using 5-point Likert scale.

The mean score of selected students was 25.28 before starting the course, but after completing the course, their mean score of knowledge changed significantly and reached 31.03. Although, after the course, the use and attitude of theseparticipants increased, these rises were statistically significant in a few items.

Overall, the findings of our study indicated that this course had a practical impact on medical science students’ knowledge, practice, and attitude toward PM. Accordingly, this course will improve the insight of future healthcare providers about PM.

 Nowadays, creativity is emphasized in different aspects of teaching and learning. Different educational conditions, such as coronavirus disease 2019 (COVID-19), have directed attention to this issue.

 The current study was an attempt to investigate creative teaching behaviors in medical classrooms and propose solutions for its promotion.

 This mixed-method study was conducted at the Iran University of Medical Sciences, Tehran, Iran (2020 - 2021). It was conducted in two phases, including quantitative (to determine the status quo) and qualitative (to provide solutions for its promotion). In the quantitative phase, 168 students were selected by simple random sampling. The data collection instrument was a standard creative teaching questionnaire. The qualitative phase included semi-structured interviews. The data were analyzed using qualitative content analysis and parametric tests.

 The mean scores of creative teachings in higher-grade classes were significantly higher (P = 0.001). The highest mean score was reported for the fourth year (204.6 ± 0.58). The fourth-year students also had the highest mean scores in each component compared to other years. Except for the freedom component, the highest score was related to the third-year students (21.42 ± 0.89). In the qualitative phase, the strategies were classified into two categories: Developing software factors (3 subcategories) and upgrading and developing hardware factors (2 subcategories).

 According to the current study, a creative class will provide an appropriate environment for fostering creativity in students. Therefore, the use of appropriate instructional designs and motivational models that are compatible with the educational environment can be a suitable strategy.

 The identification of the strengths and weaknesses of pre-hospital emergency technicians, as the first providers of treatment services to critically ill patients, is of utmost importance.

 This study was conducted to explain the challenges faced by emergency medical technicians in Shiraz, Iran, within 2021 - 2022.

 The present study was a qualitative study that was conducted using the traditional qualitative content analysis (Graneheim and Lundman, 2004). Sampling in this study was purposeful. A semi-structured interview was conducted with 17 emergency technicians in Shiraz. Lincoln and Guba’s standards were used to validate the data.

 This study identified 3 categories and 12 subcategories. These three categories include management challenges, professional problems, and cultural barriers. Subcategories were “insufficient emergency medical services (EMS) stations”, “lack of human resources”, “role ambiguity”, “lack of organizational support”, lack of job prestige”, “high job stress”, “crowded missions”, “lack of psychotherapy and counseling”, “high-risk profession, “public’s false perception of EMS job”, “abuse of emergency call center services”, and “disrespectful behavior”.

 Considering that the provision of EMS is an inherently stressful and highly anxious job, some measures can be taken to reduce the mental effects of such pressure on the technicians. In addition, they should run public awareness campaigns to improve the cultural level of society to better understand the duties and activities of EMS workers at the community level.

With the onset of the coronavirus pandemic in 2019, healthcare workers were at the forefront of dealing with the disease. Medical centers were faced with limited facilities and insufficient information. A number of medical staff became infected with the disease, and some lost their lives. This study was conducted to understand the perceived impact of the pandemic on physicians working in healthcare facilities of Shiraz and Yazd Universities of Medical Sciences during the COVID-19 pandemic.

The present study was a qualitative one conducted in the teaching hospitals of Shiraz and Yazd in the southwest of Iran in 2020-2021. Purposive sampling was used to select the participants and the process continued until data saturation was reached. Data were collected through semi-structured interviews with 21 physicians working in hospital wards during the COVID-19 crisis. Data were analyzed using the seven-step analytical method proposed by Colaizzi.

Four themes and eleven subthemes emerged from data analysis. The main themes included managerial weakness, burnout, distorted doctor-patient relationship, and misinfodemic.

The preparedness of the medical system and the infrastructure needed to deal with the coronavirus pandemic were not as expected. The COVID-19 crisis also highlighted the lack of information and support for physicians as a significant challenge.

Today, it is felt as necessary to promote the psychological empowerment of individuals, especially at thepostgraduate level using an appropriate educational approach. Therefore, the aim of the current study was to investigate the effect of flipped class (FC) and team-based learning (TBL) in enhancing psychological empowerment. This semi-experimental study (pretest-posttest model) was conducted on postgraduate students in the Facultyof Medicine. Ninety students were included in the study using census method. After applying the inclusion and exclusioncriteria, forty students were divided into two groups of 20 in a non-random way according to their gender and educational level. The workshop teacher randomly selected one of the groups as a TBL and the other as an FC. A two-day workshop was held for each group (12 hours of training in total). The educational method was TBL in one group and FC in another. Spritzer’s Psychological Empowerment questionnaire was used for data collection in preand post-test (one month apart). This questionnaire includes 12 questions (based on a five-point Likert scale) to assess the 4 aspects of job meaningfulness, feeling to be qualified, feeling to be effective, and feeling to have the freedom of choice. The minimum and maximum scores are 12 and 60, respectively. The experts of the field have confirmed its reliability. Its Cronbach-Alpha values were reported in previous studies at 0.86 and 0.89, respectively. Data were analyzed using statistical tests in SPSS16 and Wilcoxon and Mann-Whitney non-parametric tests. The Mann-Whitney U-test indicated no significant difference between the total mean of the two groups (FC: 35.20±1.73, TBL: 34.30±1.26) in the pre-test (P=0.157). However, there was a significant difference between the psychological empowerment scores of the two groups in the post-test (P<0.001). The Wilcoxon test showed a significant difference between pre-test and post-test scores for each group (P<0.05) and the psychological empowerment scores increased in the post-test for the two groups. However, the mean of post-test score in the TBL group (M: 42.55±1.82, P<0.001) was higher than the FC group (M: 38.45±2.64, P>0.001). Due to the influence of the TBL technique on psychological empowerment at the postgraduate level, it seems that TBL is more useful and practical for enhancing psychological empowerment.

Today, prioritizing the spiritual well-being of medical students holds significant importance in numerous countries worldwide. An educational curriculum serves as a comprehensive written document that delineates educational objectives, content, as well as teaching and assessment methods.

This study aims to formulate and construct a curriculum for a master’s degree program in spiritual health.

The initial phase of this study aims to ascertain the existing state of spiritual health education programs by conducting a thorough literature review. In the subsequent phase, a focus group discussion was conducted with eight experts and scholars to deliberate on the spiritual health curriculum, utilizing Tyler’s curriculum development model as a framework. Finally, the nominal group process was employed to reach a consensus among the experts, ensuring the formulation of the final draft.

The spiritual health education curriculum was developed following Tyler’s curriculum planning framework, encompassing four distinct components. Part one outlines the goals of the spiritual health curriculum, while part two focuses on defining the content of the curriculum. Part three addresses the learning opportunities and strategies for teaching spiritual health within the curriculum. Lastly, part four involves the evaluation process to assess the effectiveness and impact of the spiritual health curriculum.

Spiritual health education has been recommended in various references. Recognizing discipline as spiritual health has fostered the growth of spiritual concepts in the healthcare environment, bringing attention to the needs of patients.

 It is critical to identify the factors affecting the academic success of students in the context of medical sciences. The research approaches in positive psychology have shown that the variables of hope and optimism play important roles in the academic achievement of college students.

 The present study aimed to compare and evaluate the relationship between the academic achievement of medical and paramedical students with hope and optimism.

 A descriptive-correlative and cross-sectional research design was adopted in this study. The statistical population of the study consisted of all medical and paramedical students at Shiraz University of Medical Sciences. A total of 350 students were selected based on Cochran's sampling formula, out of who 306 ones completed and returned the questionnaires. In order to collect the required data, two valid and reliable scales, including the Adult Hope Scale (AHS) and the Academic Optimism Questionnaire, were used. Moreover, descriptive and inferential statistics were performed to analyze the data by using SPSS 21V software.

 The findings showed that students’ academic optimism (r = 0.16, P ≤ 0.01) and hope (r = 0.17, P ≤ 0.01) were positively and significantly associated with their academic achievement. The results also indicated that there was a considerable, positive correlation between student identification and their academic achievement (r = 0.197, P ≤ 0.01). Furthermore, a significantly positive relationship was detected between student hope dimensions in terms of agency thinking (r = -0.15, P ≤ 0.05), pathways thinking (r = -0.17, P ≤ 0.01), and academic achievement. The findings demonstrated that paramedical students were significantly more optimistic than medical students (P ≤ 0.01).

 It was concluded that hope and academic optimism may have increased and improved students’ academic performance and, consequently, had a positive impact on their success and achievement in universities.

Students of medical sciences are a highly vulnerable group during COVID 19 pandemic who may experience a wide range of challenges and stresses. The aim of this study was to investigate the perceived challenges caused by COVID 19 outbreak in students of medical sciences.

A qualitative study was carried out based on conventional qualitative content analysis following Graneheim and Lundman from December 2020 to February 2021. The participants were 17 students of medical sciences and data gathering was done through semistructured interviews.

Data analyses revealed 5 categories and 12 subcategories. The extracted categories were perceived fear of contracting coronavirus, social limitation, changes in education, neglecting health protocols, and worrying news and information overload.

The findings indicated that students of medical sciences had been facing challenges and the COVID 19 had affected the psychological, social, and academic functioning of the health care students. It is important to take measures to improve their mental health. These measures can prevent medical complications in these students, especially during clinical internship.

The Health System Reform Plan, especially in medical education, has undoubtedly caused changes in the university. The continuation of this project requires recognizing the challenges confronted by those in charge of its implementation. This study aimed to explore the challenges of the implementers of the Transformation and Innovation Plan in Medical Education in the universities of Macroregion 5.

The qualitative research was conducted using the content analysis method. Semi‑structured interviews with health and medical education managers were used to collect information. Participants were 11 educational leaders of universities who were selected by purposeful sampling. Data collection continued until data saturation was reached. Data analysis was performed continuously and simultaneously with data collection. The Graneheim and Lundman methods were used to analyze the data.

From 11 interviews, one theme, five categories, and 12 subclasses were obtained. Five categories include lack of proper groundwork, weak leadership, structural problems, inability to fund, and inadequate monitoring.

Innovation and transformation in medical education are one of the critical missions and admirable actions of the Ministry of Health in the field of education, but a review of this plan can, in addition to identifying shortcomings and problems, pave the way for success, and progress in future programs.

Undoubtedly, there are several obstacles in the path of medical professionalism. This study examines these obstacles in the relationship between physician and patient. Therefore, this study was conducted to explore the barriers of physician-patient relationships in professionalism based on physician experiences.

It was a qualitative study with a conventional content analysis approach. Our participants were 14 patients and 11 physicians. The sampling method was purposive, and data was collected through semi-structured interviews and field notes. Interviews continued until data saturation.

Findings of the study regarding barriers of patientphysician relationship were classified into five main categories:misperception of the physician’s identity, unprofessional behavior of the physician, physician’s sense of self-superiority, patients’ cultural differences, and lack of supportive services in the health care system.

The results of this study showed that the communication challenges between physician and patient werenot limited to the physicians’ education. Part of these challenges depends on the patients and their culture. Another part of these challenges is directly related to the medical and management system structure.

Familiarizing students with knowledge-based businesses is one of the goals emphasized in the developed educational systems worldwide. This study aimed to design a startup-based learning model )SBL(.

As a qualitative research study, startup teams were formed by the pharmacy students of Shiraz University of Medical Sciences in 2020. This model was used to train 120 students as pharmaceutical entrepreneurs through related lectures, simulations, and field activities. We employed this model for students to become familiar with the various stages of examining market needs, knowledge-based company registration, intellectual property, logo design, and even pharmaceutical product development. Students’ feedback was assessed with a questionnaire designed by the team of researchers, and its results were used to analyze the course and improve the quality of the proposed model.

Most of the studied indices revealed that the students rated this model as good or excellent. Satisfaction with more important indices includes student creativity and ideation in educational activity (60.7%), attractive presentation (60.4%), teamwork among learners (62.2%), appropriateness of evaluation method (65.4%), understanding how to make herbal remedies (49.1%), learner participation in the educational activity (74.8%), entrepreneurial motivation (60.7%), and applicability (64.4%).

We found this model effective in boosting students’ satisfaction, creativity, and entrepreneurial spirit. Lecturers also play a facilitator role in addition to specialized training. Therefore, in this model, both lecturers and students can grow more and make education more attractive. This study, for the first time, demonstrated that SBL could be applied in education systems and make the students more interested in educational content and help them to prepare for the job market.

The set of learning and experiences gained by learners is not limited to formal and explicit curriculum, and there are inevitably other factors besides the explicit curriculum. These factors are valuable opportunities that can enrich the learning experience and, on the other hand, are threats that challenge the education system if ignored.

The purpose of this review was to summarize evidence on the hidden curriculum in online education. Data Sources: This study is a systematized review of scientific-research articles in the field of hidden curriculum in online education. For this purpose, databases of Scopus, Ovid, web of science, PubMed, Google Scholar, ProQuest, ERIC, and Science Direct were searched. No restrictions were placed on the year of publication.

Out of 487 articles after excluding irrelevant articles, nine articles were included in this study for full-text review. Of the nine studies reviewed, the hidden curriculum in online education has been improved in one study. Individual characteristics of the learning environment (self-esteem, vulnerability, social acceptance, stress) in two studies, learning environment in five studies, interaction in three studies, teaching and evaluation methods in one study, rules and regulations in two studies, and teaching time in one study have been identified as the main factors behind the formation of a hidden curriculum in online education.

The hidden curriculum is a reflection of what students receive in the learning environment; so we need to pay attention to this environment. A review of studies in the hidden e-learning curriculum showed that the hidden curriculum is important because it has a strong influence on the learners in many ways. Online education, like traditional education, has latent learning that can affect education.

Evidence suggests that the performance of medical students is affected by the quality of teaching of clinical teachers, and the higher teachers’ teaching quality leads to better students’clinical performance. Hence, the present research aimed to investigate the association between teaching self-efficacy and quality of bedside teaching among medical teachers.

This is a cross-sectional study. To this end, 242 medical teachers and 830 medical students from 6 universities in different cities were selected using convenience sampling. The medicalteachers filled out Physician Teaching Self-Efficacy Questionnaire (α=0.93), and medical students completed the quality of bedside teaching questionnaire (BST) (α=0.91). Confirmatory factoranalysis (CFA), Pearson correlation coefficient, and multiple regression were used to analyze the collected data through SPSS 23 and Smart-PLS3 software.

The results of confirmatory factor analysis (CFA) demonstrated that all items and measurement models had adequate reliability and validity to enter the final analysis (α>0.7,CR>0.7 AND AVE>0.50). Furthermore, the results showed teaching self-efficacy (r=0.27, p <0.001) and its components including self-regulation (r=0.24, p <0.001), dyadic regulation(r=0.22, p <0.001), and triadic regulation (r=0.33, p <0.001) had a positive and significant relationship with quality of bedside teaching. Also, the results of multiple regression revealed thatamong the predictor variables, only the triadic regulation variable could predict the quality of bedside teaching of medical teachers (β=0.326, p <0.001).

According to the findings, as the medical teachers’ teaching self-efficacy improves, they can provide high-quality teaching to students, which in turn will lead to better learning and, therefore better performance for medical students.

Studying ethics teaches students to think critically about life, carefully evaluate the activities, choices, and decisions that are encountered at different stages of life, and also take a deeper look at the world. Other dimensions of education have been less investigated than moral aspects of education. The current study aims to investigate the experience of medical ethics in practice among medical students.

This is a qualitative study that investigates zone 5 of medical education in Iran. This is a conventional content analysis carried out in 2017. The participants consisted of 44 medical students from five central colleges located in the southern regions of Iran who were selected by the purposeful sampling method. The process of data collection was performed using Focus Group Discussions, and then an inductive data analysis was carried out.

Five themes and 11 subthemes emerged from the data. The themes included one-dimensional teaching methods, uselessness, negative hidden curriculum, suppression, and ignoring virtual education.

It was shown that the ethics of education in this context was in crisis because the main purposes of medical education were ignored and led to unexpected outcomes that did not follow the main purposes. Medical students were made the focal point of medical education, but they were overlooked in this context. Theoretically, medical instructors had to update their instructional methods to achieve joint interests and mutual understanding with their students. However, it was found that the health system in Iran required a practical curriculum reformation based on the requirements of medical students and the nature of the social environment. It was concluded that medical instructors should change their instructional points of view and behaviors.

In recent years, many changes have been observed in women’s roles in organizations. In Iran, women face challenges to be promoted to high‑level organizational positions. The present study aimed to examine the role of glass ceiling in promoting women to managerial positions from the perspective of the faculty members at Iran University of Medical Sciences.

This research was an applied study in terms of objectives and a descriptive‑survey study in terms of data collection, variable monitoring and control, and generalizability. The statistical population of the study encompassed all clinical and basic sciences faculty members at Iran University of Medical Sciences in 2019–2020. The simple random sampling method was adopted, and the study instrument was the standard questionnaire of women’s beliefs about glass ceiling developed by Smith (2012). To analyze the data, descriptive and inferential (namely paired‑sample t‑test and one‑sample t‑test) statistics were run in the SPSS software.

The results revealed that glass ceiling dimensions could predict 48% of the variance of women’s promotion to managerial positions. Furthermore, a significant difference was noticed between men and women’s perspectives toward glass ceiling (P < 0.001); however, there was no significant difference between the two groups of clinical and basic sciences (P > 0.001).

Failure to provide appropriate opportunities for qualified women to be promoted to managerial positions would result in nonexploitation of about half of the available capacities and talents. Women have unique abilities and soft skills in the human resource management. At the macro‑level, policy‑makers and planners to review the plans and delegation of organizational‑managerial positions and also to further consider the role of women in managerial positions by observing gender justice and meeting criteria such as capability and expertise.

The controversial role of ethics in clinical education and its ability to draw the attention of a large audience is inevitable. The issues and challenges of the COVID-19 pandemic have transformed the clinical education environment. This study was conducted to explore the challenges and ethical requirements of medical sciences education during the COVID-19 pandemic in 2020. The study was qualitative research and the instrument was a semi-structured interview. The participants included faculty members of the basic and clinical Sciences at Iran University of Medical Sciences. After 16 rounds of interviews, theoretical saturation was achieved. Qualitative data were analysed using conventional content analysis, which resulted in 81 preliminary codes and 28 sub-categories. Finally, two themes of "ethical challenges" and "ethical requirements", and 10 categories were achieved. The sub-categories were consisted of "being patient-centred", "social accountability of curriculums", "ethical challenges of the clinical environment", "the poor performance of the clinical faculty members and students", "being justice-centred", "raising awareness", "observing clinical research ethics", "preservation and promotion of mental health", "patient confidentiality", and "respect for individuals". We hope the ethical challenges in medical education that were created due to the emergence of Covid-19 can be reduced and eliminated by defining a framework for ethical requirements.

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.

Virtual education is among the important factors improving the learning of medical students. This study aimed to explain the perceptions of faculty members towards the challenges of virtual education. The present study was carried out with a qualitative approach and using a conventional content analysis method. The participants included 28 faculty members working in Medical universities in Iran who were purposefully recruited and interviewed face to face practicing semi-structured interviews. All interviews were conducted and reviewed; then, the results were extracted. For this purpose, semantic similarities were first measured and subcategories identified. Subsequently, going through the re-review, we grouped the associated subcategories into wider categories. From the analysis of the participants’ narratives, two wide categories including organizational barriers and legalethical challenges were obtained. The organizational barriers included two subcategories of defective organizational culture and disproportionate infrastructure. The legal-ethical challenges also included subcategories of neglecting intellectual property rights and ignoring ethical actual instances in the field of virtual education. Understanding the challenges to which virtual education implementation is faced leads to their elimination which, in turn, develops the application of e-learning in the field of medical sciences. These challenges can be addressed through putting the emphasis on promoting the organizational culture of medical universities, improving the infrastructures of virtual education, and considering the legal and ethical concepts specific to virtual education.

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.