فهرست مطالب vida sepahi

 According to the 21st-century cooperative learning framework, skills and competencies include critical thinking skills, problem-solving, communication skills, creativity and updating skills, information and communication technology literacy skills, and media literacy skills. Increasing critical thinking skills is a basic necessity in the world's modern and advanced educational systems.

 This study aimed to evaluate the critical thinking skills of medical students.

 This descriptive and analytical-cross-sectional study was conducted on 271 medical students in the basic science section of Kermanshah University of Medical Sciences, Iran, in 2023 who were selected by census method. The data were collected by demographic characteristics and California Critical Thinking Skills Test (CCTST). Descriptive and inferential statistical methods were used to analyze the data using SPSS software version 21.

 The total critical thinking skills score in the studied students was 8.89 ± 3.60, equivalent to 25% of the total score. The highest and lowest areas were related to comparative reasoning and inference, with an average of 4.35 ± 1.94 and 2.59 ± 1.56, respectively. There was no significant difference between the average critical thinking skills score regarding age, gender, academic semesters, and living in a dormitory or non-dormitory.

 Based on the results, medical students' critical thinking skills are weak and lower than the exam average. The educational system of Kermanshah University of Medical Sciences should be reviewed in designing a curriculum that can foster critical thinking.

 The office of institutional research (IR) is an efficient part of universities and is responsible for guiding academic research. IR plays a pivotal role in improving the quality of higher education and universities through targeted research.

 The present study aimed to propose a conceptual model of IR for the medical universities of Iran.

 This qualitative case study was performed on experts and managers at Kermanshah University of Medical Sciences, Iran. 10 subjects were selected via purposive sampling, and data were collected via in-depth semi-structured interviews, text mining, and observation until reaching theoretical saturation. The validity of the research was confirmed based on Lincoln and Guba's evaluative criteria. The retest and inter-coder reliability of the interview texts and documents were confirmed at 0.85%, and 0.81 and 0.79, respectively. Data analysis was performed using thematic analysis.

 We developed a model consisting of four inclusive themes, including: information authority, spin doctor, policy analyst, and scholar and researcher. Furthermore, the proposed model had 17 organizing and 71 basic themes.

 Our model with themes and organizing could be used by the medical universities of Iran to guide the measures taken to establish an IR office in these institutions.

Teacher evaluation is an essential tool in educational processes, which could be performed by various methods, such as the assessment of students’ opinions. Currently, the evaluation of university professors by students is an online process implemented by a questionnaire. However, the questionnaire items do not suit the current conditions, and university classes are held virtually or online due to the COVID-19 outbreak.

The present study aimed to identify the influential factors in teacher evaluation regarding e-learning during COVID-19 from the perspective of the students of Kermanshah University of Medical Sciences in 2020.

This cross-sectional study was conducted on 213 students selected via convenience sampling. Data were collected using a researcher-made questionnaire with 18 items. The face validity of the questionnaire was confirmed by 10 education experts, and its reliability was confirmed at the Cronbach’s alpha of 0.96. Data analysis was performed in SPSS.

The most to least significant influential factors in the students’ evaluation of professors were respectively teacher’s educational skills (54.9%), teacher’s personal and ethical characteristics (56.6%), and observance of educational principles and rules (43.2%). The viewpoints of the male and female students toward these factors had a significant difference (P < 0.001). In addition, a significant difference was observed between the effects of various factors on the students’ evaluation of their professors in different faculties and different educational levels (P < 0.001).

According to the results and given the importance of the influential factors in teacher evaluation, the empowerment of professors regarding effective teaching methods and communication skills in e-learning is recommended to improve the quality of virtual education.

 Since the onset of the COVID-19 pandemic, there have been numerous higher education challenges. Medical universities have been urged to dispel students from educational and clinical settings and led them toward virtual education. This sudden transition has been accompanied by multiple challenges.

The present study aimed to evaluate the challenges of virtual medical education in the COVID-19 pandemic.
Study Selection: This systematic review was performed by reviewing the current literature on the research subject and the studies conducted in this regard during March 2019 to April 2021 by searching via five key search engines and databases, including Google Scholar, ScienceDirect, PubMed, Scopus, and ERIC.

In total, 23 studies were assessed, and different virtual education challenges in medical universities were classified into three categories of structural challenges, student-related challenges, and teacher-related challenges. In addition, strategies were proposed for overcoming the identified challenges.

Since medical education was not properly pursued before the COVID-19 pandemic and the necessary infrastructures are lacking in this area, designing and implementing such programs could bring about fundamental challenges in several countries (especially developing and low-income countries), thereby decreasing their success rate. On the other hand, the coronavirus crisis could be an opportunity to identify the weaknesses, shortcomings, and infrastructural deficiencies in e-learning and address these issues effectively.

The fast pace and complicated nature of the environmental changes taking place and the problems ahead make academic decision-making a challenge for managers that cannot be overcome unless with the application of scientific studies. Institutional Research (IR) units deserve more attention now than before as effective decision-making tools using scientific findings.

The present study was conducted to determine the functions and structure of medical sciences universities and the activities of IR units.

This qualitative study was carried out through a directed content analysis. The IR unit pertained to Kermanshah University of Medical Sciences (KUMS). The documents of the official duties of KUMS were analyzed and compared in this research. Directed content analysis was used to enable proper comparisons and data analysis. In the first part of the study, the theoretical foundations were examined and a review of literature was performed on IR units, and by adapting Volkwein’s model, a conceptual model consisting of IR components was drawn. In the second part, the documents of the official duties of KUMS were encoded and categorized and the categories extracted were then divided into 17 domains of IR activities based on the conceptual model, which were then compared and analyzed.

The results showed that, out of the 17 activities extracted from the theoretical foundations and the review of literature by the researcher, nine activities are already implemented in four major functions of IR units, and the largest IR unit was the Education Development Center (EDC) for medical sciences. This study also explains the structure and status of IR units in Iranian medical sciences universities.

Medical sciences universities can complete the tasks of the EDC or establish a new structure as a separate unit at the university for IR implementation functions. The results can work as a guide for reflecting on and taking action about the establishment of an IR office at medical sciences universities throughout Iran.

Several current academic policies are being developed without participation of academics and relevantscientific associations in Iran. This study was conducted to explain the views of academics of nursing and midwifery on the development of current educational and research policies.
This qualitative study was conducted on 12 academic members of the Faculty of Nursing and Midwifery. Semi-structured interviews were conducted and continued until data saturation was achieved. Purposive sampling was used to recruit the participants. All interviews were tape recorded and transcribed verbatim. A content analysis approach was used to explore the data.
Overall, 321 codes were found, and then these codes were summarized and categorized based on conceptual similarities and differences and ultimately described in three main categories and six sub categories. "Ignoring the nature of different disciplines in policy making" and, "lack of policymaker's awareness of working conditions" was the main factors identified by the faculty members. "Lack of recognition of college administrators from higher education management" and "the existence of a centralized policy system in the higher education system" were identified as barriers to contribution to policy development by the academic staffs.
It is recommended that policy-makers in the field of higher education in nursing and midwifery consider revision of existing policies and pay special attention to the requirements of these disciplines. We also suggest involving more nursing faculties in the future policy making endevours.

Institutional research (IR) refers to the process of guiding academic research works and its relation with policy and practice, so as to enhance the quality of university. The present research is aimed at investigating functions of IR across universities of medical sciences in Iran and the world.
In this review study, the required resources were collected by systematically searching Google Scholar, ScienceDirect, AIR, and ERIC databases using the following keywords: Institutional, Research, Association for Institutional Research, and Institutional Research. For this purpose, firstly, a total of 186 papers related to IR were considered, of which 35 IR-related papers published during 1966-2017 period were finally selected.
Results of investigations performed at national and international levels show that IR not only provides its four main functions as information authority, spin doctor, policy analyst, and scholar and researcher but also offers other functions such as knowledge management, information management, strategic planning, accreditation, and university-industry interaction facilitation.
Decision-making units in universities of medical sciences in Iran include centers for studies and development of medical science education as well as policy-setting councils. Activities of these centers indicate that six out of 18 IR activities proposed by Volkwein were covered, and for other activities no particular task was planned for either these two units or other units of the university, and most likely, no particular precedent study is performed to support policy analysis and researching. This conclusion can serve as a guide for thinking and taking action for establishing an office of institutional research in every university across the country.

Ambulatory education is an integral part of medical education.The present study was carried out to evaluate the state of ambulatory education from the viewpoint of externs and interns students at Kermanshah University of Medical Sciences. In this descriptive cross-sectional study, the study sample included medical externs and interns of Kermanshah University of Medical Sciences that were selected through census sampling technique in the academic year 2012-2013. The instrument for data collection was a researcher-made questionnaire with acceptable validity and reliability. The obtained data were analyzed by SPSS-16 software using descriptive statistics, Kolmogrov-Smirnov and Mann–Whitney U test. P

Background and Undoubtedly, social networks are being used extensively and are the most important communicative tool among students, especially at higher levels of education. We aimed to investigate the effect of social networks on education and academic learning.
This quasi-experimental study was conducted on 32 nursing students who were taking the cancer nursing course at Kermanshah University of Medical Sciences during 2015. The students were randomly and equally divided into two groups. The students in the case group established a group in Viber social network and shared the academic materials related to the presented course in addition to receiving information in the classroom. At the end of the semester, they were evaluated through a test and a questionnaire. The obtained data were analyzed by SPSS-18 software using t-test and Kolmogrov-Smirnov test. P The findings showed that 20 (93.8%) students suggested the use of social networks for better understanding of the course materials and 27 (81.8%) students believed that social networks were useful. We found a statistically significant difference between the case (15.79±2.13) and control (13.84±2.02) groups in terms of the mean score of cancer nursing (P=0.013).
The results revealed that the academic achievement scores in the case group were significantly higher than those of the control group. Hence, they can be recommended as a teaching tool taking into account different aspects of social networks.

Different methods are used for teacher's evaluation; one of these methods is using students comment. Despite development of educational evaluation by students, it doesnt exist a positive attitude for this process because of different factors affection. This study was conducted to investigate factors affecting teacher's evaluation from student's viewpoint and its relation with educational achievement. In this descriptive analytical study, 554 participants studying at Kermanshah University of Medical Sciences in 2013 were selected using simple random sampling. Self-administered questionnaire was used to collect data which consisted of 37 questions with Likert scale ranging from very high to very low rating of 1 to 5, respectively. Questions included five areas of teaching skills (7 items), teacher's personality characteristics (16 items), students’ personality characteristics and attitudes (6 items), physical characteristics and time course (4 items), and evaluation process at university (4 items). Content validity of the questionnaire determined by respective experts, and its reliability was calculated 0.73 through chronbach's alpha test. Affecting factors on teaching skills and student's personality fields with teachers evaluation and educational achievement were not significantly related. Although, result showed that student's personal characteristics and attitude besides time of course presentation were factors that had significant relationship with students educational achievement in their teachers evaluation (p=0.04, p=0.37). Regarding no significant relationship of teaching skills and teacher's personal characteristics with students educational achievement, it seems that student's scientific level in teachers evaluation is ineffective factor, therefore, factors affecting teachers evaluation can be reduced by altering forms and educational curriculum.

Multiple choice questions are the most current tools to evaluate the learning in medical science. The purpose of this study is determining Correlation of quality and quantity index of multiple choice questions exams of residency promotion in Kermanshah University of medical sciences in 2013. For done of this descriptive collative study 950 MCQs tests that designed by in six residency medical groups were analyzed. Quantity data was collected by discrimination index and difficulty level and the quality data by percent of Taxonomy I& II & III questions. Data was analyzed by SPSS-18 software and independent T test and Chi-square and person's test. In total tests Taxonomy I 42.8, Taxonomy II 32.8 and Taxonomy III 24.4 were been. Mean of difficulty level was 0.64 (±0.24) and Mean of discrimination index was 0.26 (±0.23). A significant statistically reversed correlation was observed with Pierson's test (P=0.001) in difficulty level and discrimination index. This finding was seen in percent of questions without structural defects with mean of 75.23 %(±13.23 (P=0.041). No significant statistically correlation was observed between difficulty level and Taxonomy levels and between discrimination index and Taxonomy levels. The study showed that reversed correlation was observed in difficulty level and discrimination index and design of simple and very hard tests induced decreasing discrimination index. In future suggested to designer of exams in medicine with selection of appropriate difficulty level and discrimination index obtain better quality of residency promotion exams.

In designing appropriate programs to prevent risky behavioral models in order to prevent cardiovascular diseases, it is highly significant to accurately identify the predictors of cardiovascular health-related behaviors, especially in the teenagers and adults of different genders, a measure enhancing the efficiency of cardiovascular health promotion programs in different societies.. This study was conducted to compare the impact of physical activity on cardiovascular health-related behaviors, based on the perceived benefits and barriers in male and female high school students in Kermanshah.. This descriptive cross-sectional study was carried out to analyze the predictors of cardiovascular health-related behaviors based on the perceived benefits and barriers. A total number of 500 male and female high school students in Kermanshah recruited in the academic year 2013-2014 through multi-stage random sampling technique. The instrument for data collection was a questionnaire including 34 questions classified into 3 sections: demographic information, physical activity model, perceived benefit and barrier, and physical activity. The obtained data were analyzed by SPSS-18 software using descriptive and inferential statistics.. Results showed, there was a statistically significant difference between perceived benefits and barriers of physical activity in both genders (P < 0.05). The students’ viewpoints towards perceived barriers to physical activity were different in terms of three different levels of family income with 1% error. Moreover, the findings of the test of homogeneity showed that males had a higher tendency to perform physical activities than females.. The findings of the study highlighted the role of predictors of perceived benefits and barriers in development of health promotion behaviors such as physical activity. This can help health authorities to prepare a suitable ground for students to perceive the benefits and barriers of healthy behavioral models such as doing physical activity that consequently changes their behavior..

The relationship between self-esteem and academic achievement is regarded by many educators as a well-established fact. This belief has been often invoked in order to argue against the provision of ability grouping for gifted students. The aim of this study was to determine the relationship between self-esteem and academic achievement in pre-clinical and clinical medical students in Kermanshah University of Medical Sciences. In this descriptive-analytic and cross-sectional study, 259 pre-clinical and clinical medical students were randomly selected through a stratified sampling method in Kermanshah University of Medical Sciences. The data gathering instrument included Cooper-Smith self-esteem inventory. The results were analyzed using descriptive statistics, Spearman correlation coefficient, Chi-Square, independent sample t-test, and Mann-Whitney test. Results showed that the student's mean scores in self-esteem was 35.90±6.87. 149 students (57.5%) had high self-esteem. There was a significant correlation between the level of self-esteem and academic achievement (P=0.03, χ2=4.7). Students with higher self-esteem had a better academic achievement compared with those who had lower self-esteem. Thus, it may be possible to promote academic achievement by improving self-esteem through appropriate methods, but due to cultural differences and fast changes of factors during the time, not a single factor can be stated as the overall rule

The aim of the present study was to evaluate the efficiency of the computer and internet training course from the viewpoint of dental students of Kermanshah University of Medical Sciences in 2014. In this descriptive survey, the study sample included 39 dental students who entered university in 2011 and 2012. The required data were collected through a reliable and valid questionnaire using census sampling technique. Data were analyzed by SPSS 16 software. The administered training program obtained a high efficiency with a mean score of 57.8±9.5; However, there was no significant correlation between the mean of scores obtained by students and the mean score of efficiency of the given program (r=0.015, P=0.95). This training course can be helpfully used in evidence-based dental education and clinical decision making. It can also be used to develop the students’ motivation in education and research domains

Educational centers are always facing to basic changes in all levels. Students, as the new workforce making their society’s future, can provide valuable opinions about educational programs and their effects on the learning process, which will be very important for educational centers. This study aimed to investigate the viewpoint of medical students during their internship program regarding to the clinical application of basic sciences courses at Kermanshah University of Medical Sciences in 2010. In this descriptive cross-sectional study, 108 clinical medical students were randomly selected. Data were collected through a questionnaire and basic sciences courses were classified into three groups with low, average and high applications. The extracted data were analyzed by descriptive statistics and Chi-square test. Out of 108 clinical medical students who completed the questionnaires, 62 (57.4%) of them were aged 26-40 and 46 (42.6%) were aged 23-25 years. 48 (44.4%) of them were female and 60 (55.6%) were male. The course of pathology acquired high application score, anatomy of limbs and trunk, head and neck anatomy, neuro-anatomy, physiology, specialized English, immunology and parasitology obtained average application score, health, entomology, medical physics, embryology, mycology, epidemiology, genetics, bacteriology, psychology, histology, virology, biochemistry and nutrition obtained the low application score. The findings of the present study indicated a relative isolation and lack of coordination between basic sciences courses and clinical periods. This can be used to create changes in future educational programs with regard to the needs of the physicians.

Critical thinking skill is an essential factor for success in today’s rapidly developing world. The present study was carried out to compare the association between critical thinking disposition and academic achievement in preclinical and clinical medical students. This study was descriptive-correlational in which the sample included 259 medical students at Kermanshah University of Medical Sciences selected through stratified random sampling. The standard critical thinking disposition inventory with validity of 0.8 and the students’ report card grades as criterion for academic achievement were used to collect the data. Data were analyzed by SPSS 16 software using descriptive statistics, t-test, and Kolmogrov-Smirnov and correlation coefficient tests. The mean of critical thinking disposition in the preclinical stage was 209.08±26.24 indicating a significant correlation with academic achievement (P=0.003, r=-2.64). In the clinical stage, however, the mean of critical thinking disposition was 214.07±28.15 which showed no significant correlation with academic achievement. Moreover, the mean of critical thinking disposition and its components in preclinical and clinical stages revealed not significant correlation and merely curiosity component showed a significant correlation (P=0.04). The results of the present study showed no correlation between critical thinking disposition and academic achievement in the clinical stage; however, this correlation was negatively significant in the preclinical stage.

Critical Thinking Disposition indicates individual’s inclination to Critical Thinking, which is one of the domains of personality. Individual characteristics are important and influential factors in the growth and development of students’ Critical Thinking. One of these influential characteristics might be self-esteem, thus this study was to determine the correlation between Critical Thinking Disposition and self-esteem in medical students. In an analytical cross-sectional study, 289 medical students were selected through stratified random sampling method in Kermanshah University of Medical Sciences in 2011. The instrument for data collection was a questionnaire containing 3 parts: demographic data, California Critical Thinking Disposition Inventory, and Cooper-Smith Self-Esteem Inventory. The results were analyzed by SPSS-16 using descriptive statistics, Pearson and Spearman Correlation Coefficient, ANOVA, Chi-Square and Fisher exact test. Results showed that 98.6% (285) of students had deficiency, 1.4% (4) ambivalence and nobody had positive critical thinking disposition. There was a significantly negative correlation between Critical Thinking Disposition and self-esteem (r=-0.462, P<0.001). Also, there was no a significant relationship between two groups of low self-esteem, high self-esteem, negative and ambivalent Critical Thinking Disposition. It seems that Critical Thinking Disposition, like other psychological variables, is influenced by social factors and social environment plays a role in promoting or undermining it. So, similar studies are recommended to investigate the factors affecting Critical Thinking in medical students.

Evaluation of teachers is considered among top priorities in an educational institution. Most of the universities around the world including universities in Iran have considered feedback from students as the only or main source of assessment of the quality of teaching process for many years. Regarding the existing disagreements in evaluation, the purpose of this study is to investigate the factors affecting teachers’ evaluation from the viewpoint of the students’ at Kermanshah University of Medical Sciences This descriptive analytical study was performed with the participation of 848 students studying at second semester or above in 91-92 academic year. Self-administrated questionnaire was used to collect data. Content validity of the questionnaire was determined by the respective experts, and its reliability was calculated 0.73 through Chronbach’s alpha test. The results were analyzed by SPSS-16 using descriptive statistics, Kolmogrov-Smirnov, Mann-Whitney, Kruskal-Wallis and Chi-square tests. Results showed that from the students’ viewpoint, the areas of teaching skills (74.93±17.06), teacher’s personal characteristics (71.23±15.43), physical features and time of course presentation (68.41±25.10), student’s personal characteristics and attitude (63.79±20.83), and the quality of evaluation process in the university were important, respectively. In addition, there was a significant difference between two genders in the areas of teaching skills (P=0.007) and teacher’s personal characteristics (P=0.015). In scope of teaching skills, the most important effective factors on teachers’ evaluation based on the students’ viewpoint were teachers’ knowledge and scientific proficiency in the course subject, teachers’ efforts to convey the course materials, and teacher’s manner of expression, respectively.

Critical Thinking (CT) is an essential component of clinical decision-making and professional competence. Personal characteristics of the students are one of the factors influencing their critical thinking development. The aim of this study was to determine the correlation between Critical Thinking Disposition (CTD) and self-esteem among pre-clinical and clinical medical students in Kermanshah University of Medical Sciences. In this descriptive-analytic study، 225 pre-clinical and clinical medical students were randomly selected through stratified sampling method in Kermanshah University of Medical Sciences in 2011. The data gathering tool included California Critical Thinking Disposition Inventory (CCTDI)، and Cooper-Smith self-esteem inventory. The results were analyzed using descriptive statistics، Spearman correlation coefficient، Chi-Square، and independent sample t-test. Results showed the students'' mean scores in critical thinking disposition was 212. 99±28. 87 (out of 420). Among all، CTD scores of 120 students (53. 3%) were in ambivalence range، 102 (45. 3%) were strong opposition، and 3 (1. 4%) positive inclination. There was a significantly positive correlation between CTD and self-esteem scores (r= 0. 429، P=0. 001). Also، there was a significant correlation between being in high or low self-esteem groups and CTD scores (P=0. 0001، χ2=25. 9). Students with higher self-esteem had a better CTD scores compared with those who had lower self-esteem and there was a direct and positive correlation between these two variables. Thus، faculty members should impart adequate self-esteem to their students for proper clinical judgment and decision making in different clinical circumstances.

Proteinuria is one of the most important signs of pre-eclampsia. A 24-hour urine collection is the gold standard for determining urinary protein. Considering the difficulty and costly of this test، many studies have been done to find easier and faster methods. The aim of this study was to survey the relationship of 8 and 16-hour urinary protein values with 24-hour urinary protein values in hypertensive pregnant women to diagnose pre-eclampsia. This cross sectional study was conducted on 184 pregnant women who were hospitalized to determine preeclampsia in Imam Reza hospital، Mashhad، Iran، 2008. Cases were divided into two groups of 92 pregnant women with normal blood pressure and 92 women with high blood pressure. Within a 24- hour period، three 8-hour urine samples were collected in separate containers consecutively and urine volume، protein and creatinine value were measured. Sensitivity، specificity، positive and negative predictive values and Pearson correlation coefficients of urinary protein values were assessed for first and third 8-hour and 16- hour. Data were analyzed using statistical SPSS software version 16، and paired t-test، independent t-test and Leven test. P value less than 0. 05 was considered significant. In hypertensive patients، first 8-hour sample had sensitivity of 58. 8%، specificity of 92%، positive and negative predictive value 62. 5% and 90. 8%، respectively. The 16- hour sample had sensitivity of 76. 5%، specificity of 96%، positive and negative predictive value 81. 3% and 94. 7%، respectively. The correlation coefficients of first 8-hour and16-hour with 24-hour urinary protein were 0. 621 and 0. 832، respectively. There were strong positive correlation between urinary samples 16-hour and moderate positive correlation between first and third 8-hour with values of 24-hour samples. Short collecting of urine had more diagnostic value in rule out of pre-eclampsia.

Critical thinking as a process of purposeful self-regulatory judgment leads to problem solving and correct decision making in individuals. In the modern world, health care faces rapid change and burgeoning amount of knowledge. Possessing critical thinking is essential for individuals in health care centers, specially when they are forced to solve clinical problems. The aim of this study was to evaluate critical thinking disposition among medical students in various levels of education. In this descriptive, cross-sectional study, we determined critical thinking disposition among 289 medical students of Kermanshah University of Medical Sciences. The students were studying at different levels of general physician education. In Iran general physician education divided into four levels; basic sciences, physiopathology courses, clerkship and internship. They were selected using stratified sampling. Data were collected using a questionnaire that consisted of two parts; demographic information of the participants and California Critical Thinking Disposition. To analysis the data, both descriptive and inferential statistics (One-way ANOVA) were employed using SPSS-16 software. Our findings indicated that 98.6% of the students lacked critical thinking disposition, 1.4% were ambivalent disposition and no one had positive disposition to critical thinking. The highest acquired score of critical thinking was for truth-seeking (20.4%) and the lowest score acquired for analyticity (4.8%). The results revealed that there was no statistically significant difference between mean score of participants with regards to their critical thinking disposition in various educational levels. The findings of this study indicated that medical students lacked appropriate critical thinking disposition.

Among the most important strategies for controlling cardiovascular diseases are preventive steps such as training and enhancing the awareness level, and preventive skills for protecting individuals. The aim of this study was to investigate the effect of training based on Health Belief Model on the awareness and attitude of nursing and midwifery students in preventing cardiovascular diseases. In this quasi-experimental study, 110 participants were selected from nursing and midwifery students during 2010 and 2011. They had not passed courses related to cardiovascular diseases. Four 2-hour training sessions were designed based on Health Belief Model. Demographic information questionnaire had questions related to awareness, perceived susceptibility, perceived severity, perceived benefits, perceived barriers and action guide which was completed before training and six weeks after training by questionnaire and interview. Data was analyzed using SPSS 16 software and paired T-test. The findings indicated that the mean scores of the students’ awareness before and after training were 14.5 and 16.1, respectively and there was a statistically significant difference between them. The findings also showed that the mean scores of the students’ attitude before and after training were 41.9 and 41.8, respectively and there was no statistically significant difference between them. Since changing in behavior is the result of changing in attitude, in order to change the attitude of the people about health issues such as health behavior toward cardiovascular diseases, training should be considered as a continuous procedure.