robabeh zarouj hosseini

Counseling and guidance are activities that assist individuals in overcoming their problems. Universities and student communities encounter challenges, highlighting the importance of comprehensive student support.

This research aimed to identify the counseling and guidance requirements of Shahroud University of Medical Sciences students during the 2021-2022 academic year.

This descriptive-cross-sectional study was conducted using a census method on 400 students from Shahroud University of Medical Sciences. Data collection involved two demographic questionnaires and Rabiei et al.’s guidance and counseling questionnaire. Subsequently, the data was entered into SPSS 18 and analyzed using descriptive and analytical statistics.

The study revealed that out of 400 students involved, 254 were male and the remaining were female. The majority of participants were aged 18-20 (47.3%). Variables such as age (P=0.041), faculty (P=0.005), field of study (P=0.016), entry year (P=0.024), and mother’s occupation (P=0.039) showed a significant correlation with counseling and guidance needs. The main priorities in counseling and guidance needs were personal growth (19.50±53.53), educational needs (17.75±6.02), family and marriage needs (16.66±6.42), job needs (16.31±4.99), and emotional and psychological needs (14.63±4.94). The total score for counseling needs was 84.87±23.28.

The study results revealed that the counseling and guidance needs score was below 100, indicating a good score. Nonetheless, it is crucial for universities and educational institutions to address these issues for growth, enhancement of students’ individual situations, and to sustain and improve these conditions through proper planning.

University professors,due to their great impact on their environment,especially students, in addition to performing their scientific and research duties, also have a sensitive moral role in educating students.Therefore,it is necessary to address professional ethics in this group.

This study was conducted to determine the level of professional ethics in faculty members and teachers based on self-assessment in Shahroud University of Medical Sciences.

In this descriptive-analytical study conducted in the academic year 2022-2021,121 faculty members and teachers of Shahroud University of Medical Sciences were included in the study by counting method.To collect data,two questionnaires were used: demographic information and quality of performance of Sadat et al.Data were collected and analyzed using SPSS software version 18 with the help of descriptive and analytical statistics (P <0.005).

Out of 121 teachers participating in the study,70 (57.9%) were male and the rest were female and the mean age of the participants was39.14±6.18 years.The highest age group of participants(66 people)was between 36-45 years (54.5%)and the most active place was the teachers(46 people)of the medical school(38%).In terms of education, having a degree,71 people had a doctorate (58.7%), 108 people had a scientific degree(89.3%)and 79 people had a history of1-5 years(65.3%).There was no significant relationship between ethics score and any of the demographic variables.The mean and standard deviation of the morality score was151.29± 16.30.And the highest scores,respectively, related to the areas of practical commitment34.57 ± 4.04,professional ability of33.76 ± 4.35,The management and leadership of the class was30.68±3.89,the professional ethics was26.42 ± 2.69 and the scientific and educational ability was25.84 ± 3.38.

The level of professional ethics in general among the professors of Shahroud University of Medical Sciences is at a high level,but some scores in the fields are low,which is necessary. University officials should promote these sub-areas by holding workshops, training courses, pamphlets and ethical charters.

Any test as a measurement tool must have sufficient validity and reliability to measure the desired attribute. Multiple-choice tests are the most common types of tests in medical education, which have a high degree of reliability, and this study was conducted with the aim of quantitative and qualitative evaluation of four-choice questions in Shahroud University of Medical Sciences in the academic year of 2021-2022.

This descriptive study was conducted on all General and specialized courses in the two academic years of 2021-2022 at the Shahroud University of Medical Sciences. For the quantitative evaluation of the questions (difficulty index and discrimination index), the Hamava system was used and for the qualitative evaluation, the 14-item checklist of Millman was used.

This study showed that out of 5000 examined questions, 2569 questions (51.4%) had a simple difficulty coefficient and 2500 (50%) had a suitable clean coefficient. And the average standard deviation of the degree of difficulty was 0.700±0.314 and the degree of cleanliness was 0.625±0.247, also 330 questions (48.5%) of taxonomy two and 190 questions (27.9%) were without defects. The most types of defects were the absence of most of the information in the question stems of 196 questions, the presence of negative words in the question stems of 136 questions, and the presence of options for all items in 121 questions, none in 45 questions, and combined options in 34 questions. And in the structure of question 398 (58/1%) was the most type of defect.

To improve the quality of tests and use the results of quantitative and qualitative analysis of questions, practical solutions should be thought of, and professors should be trained in designing and using appropriate questions and preparing for-choice question banks.

Virtual education is considered a considerable transformation in educational systems, which depends on cultural creation, human sources, technological, educational, administrative, social, cultural, managerial, and economic infrastructures. This study investigated the opportunities and challenges in the virtual teaching of theoretical courses based on medical students' perspectives at Shahroud University of Medical Sciences, Shahroud, Iran.

This descriptive cross-sectional study was conducted on 505 students at Shahroud University of Medical Sciences using simple random sampling. Two demographic questionnaires and e-learning challenges and opportunities were used to collect information. The data were entered into SPSS software (version 18) and analyzed using descriptive and analytical statistics.

According to the results, most of the students were female (n=274; 54.3%). The mean±SD age of the participants was 21.78±0.13 years. Most of the students participating in the general medicine study were studying at a medical school, were non-native, and lived in dormitories. Moreover, virtual education challenges and opportunities showed a significant relationship with gender (P=0.001), age (P=0.001), place of residence (P=0.001), satisfaction with the field of study (P=0.001), history of Coronavirus disease (P=0.001), history of vaccination (P=0.001), the Internet problems (P=0.001), and access to virtual learning tools (P=0.001). Among the variables, the highest mean±SD score was cost and effectiveness (37.26±5). The overall mean±SD of the questionnaire was obtained at 101.60±11.78.

Considering the relationship between opportunities and challenges of e-learning with several variables, we call for proper planning to improve the situation.