جستجوی مقالات مرتبط با کلیدواژه "تمرکز" در نشریات گروه "پزشکی"

Paying attention to the mental health and optimal cognitive function of children and adolescents is of great importance in societies. Therefore, the current study was conducted with the aim of comparing the effectiveness of neurofeedback and transcranial electrical stimulation on students' attention and concentration skills and mathematical progress.

This quasi-experimental study was conducted in the form of pre-test, post-test and one-month follow-up with a control group. 51 students were randomly divided into three groups; two experimental groups including neurofeedback and transcranial electrical stimulation and the control group (n= 17 each group). Participant included all students aged 8 to 16 in Tehran in the year 2021. The data collection tool included IVA-2 software and Dr. Asgari's math achievement test. A mixed analysis of variance test was used to analyze the data.

The results showed that both neurofeedback and transcranial electrical stimulation were effective in increasing and improving attention and concentration and mathematical progress.

Based on the findings, it can be concluded that neurofeedback and transcranial electrical stimulation are effective in improving students' attention and concentration skills and mathematical progress. The mentioned findings can help therapists to choose the type of treatment.

The elderly refers to a period of human's life during which their physical strength becomes weak and incapacitated, and they become exposed to all kinds of physical and mental diseases. Alzheimer’s disease seems to be on the diseases, among the common ones in the elderly, which causes dementia and forgetfulness, and can affect functions such as memory, attention and concentration. Therefore, the current study was conducted with the aim of investigating the effectiveness of computer-based cognitive exercises (CBCEs) on memory, attention and concentration in the elderly with mild Alzheimer's disease living in nursing homes. This was a quasi-experimental study with pretest-posttest design and a control group. The statistical population of this research was all the elderly with mild Alzheimer's disease living in nursing homes of Tehran in 2022, among whom 30 people were selected using convenience sampling as the statistical sample and randomly assigned into two 15-member groups of control and experimental. Used to collect data were cognitive exercises including 20 computer cognitive games, mini mental state examination (MMSE) and simple Stroop test. The experimental group performed sixteen 45-minute sessions of CBCEs, twice a week. The data were analyzed using analysis of covariance (ANCOVA) in SPSS-26 software. Based on the findings, CBCEs had no significant effect on the memory of the elderly with mild Alzheimer's disease (P≥0.05). However, CBCEs were resulted in the improvement of concentration and attention in the elderly (P≤0.05). These findings provide scientific implications for experts in the field of geriatric psychology, as such CBCEs can be used as a targeted program in nursing homes in order to improve the condition of these people and strengthen the memory, attention and concentration of the elderly with mild Alzheimer’s disease. ReferencesIbyaraki, A., Yazdanbakhsh, K., & Momeni, Kh. (2017). The effectiveness of computerized cognitive rehabilitation on reducing cognitive impairment in students with learning disabilities. Quarterly Journal of Psychology of Exceptional People, 7(26), 127-157. [Persian]Alami, R., Yadegari, F., & Rahgoz, M. (2010). Comparing the relationship between working memory components and sentence comprehension in Alzheimer's patients and healthy elderly. Journal of Rehabilitation Sciences and Social Health, 11(4), 46-59. [Persian]Aly, M., & Turk-Browne, N. B. (2017). How hippocampal memory shapes, and is shaped by, attention. In the Hippocampus from Cells to Systems (pp. 369-403). 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 The lack of a proper structure in the management of medical equipment can cause a waste of health resources. This article was written due to the importance of medical equipment in the prevention, diagnosis and treatment of patients with the aim of investigating the challenges of the medical equipment management structure in Iran.

The current research is a review study that was conducted through searching in reliable scientific sources such as Springer, Elsevier Pubmed, Google scholar and other Persian information sources such as Magiran, SID, Irandoc. Keywords such as Medical Equipment Management, Concentration, Formality and Complexity were used to search Persian & English sources.

The structure of medical equipment management can improve the performance of a hospital and in another sense can be the basis for the evaluation of hospital units. The performance of medical equipment in the hospital is very vital to the main mission of the hospital due to guaranteeing the patient's safety, and the weakness in the performance of this department and the lack of attention to the vital components in this department can make the hospitals face failure or ineffective performance.

The design of the model of the management structure of government medical equipment is needed to improve the structure of the mentioned area and the optimal management of medical equipment.

One of the most frequent childhood psychiatric disorders is Attention–Deficit/Hyperactivity Disorder (ADHD). The main clinical symptoms of ADHD include inattention, hyperactivity, and impulsivity. Executive functions are among the main cognitive areas impaired by ADHD. Some components of executive functions include working memory, planning, attention and concentration, response control, and time perception. However, evidence on the effect of cognitive–emotional skills training on impulsive symptoms, attention, and concentration in ADHD students remains scarce. Studies conducted concerning improving cognitive abilities mainly emphasize that to date; no single method could achieve complete and stable results in this regard. Therefore, in the treatment process, improvement, and promotion of cognition, there is a tendency to an eclectic approach. The results of single cognitive methods indicate the deficits of these methods in the comprehensive improvement of critical cognitive functions. Therefore, this research investigated the effects of cognitive–emotional skills training on impulsivity symptoms, attention, and concentration in ADHD students.

This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population consisted of all 9–12–year–olds diagnosed with ADHD referring to medical centers and all ADHD students of special schools in Ardabil City, Iran, in 2020. The sample size was considered equal to 30 children from mentioned communities selected by the convenience sampling method and divided into the experimental and control groups (n=15/group). The inclusion criteria of the present study included having ADHD based on the diagnosis of the person in charge of medical centers and the diagnosis mentioned in the child's records, completing the informed consent form to participate in the training program by parents, and having other psychological problems. The study's exclusion criteria included unwillingness to participate in the research program and absence from two consecutive training sessions. Cognitive–Emotional skills training was administered for the experimental group in eight 60–minute sessions in 3 months. The Impulsiveness Scale (Weinberger & Schwartz, 1990), Attention Test (d2) (Brickenkamp, 2002), and Comet Squares Test (<a href="http://www.google.com/url?sa=t&rct=j&q=toulouse%20pieron%20test&source=web&cd=1&sqi=2&ved=0CBkQFjAA&url=http%3A%2F%2Fwww.portaldesaludmental.com.ar%2Findex.php%2Ftestautoadmin%2F43-aptitudes%2F85-toulouse-pieron.html&ei=V8m4Tre9JMbfsgbC8pXaBg&usg=AFQjCNEAoI6W_n9Iqrpl6T7GvpnI1HhGcQ">Toulouse–Piéron, 2003) were employed for collecting the necessary data at pretest and posttest stages. The collected data were analyzed applying descriptive statistics including frequency, percentage, mean, and standard deviation and inferential statistics, such as univariate Analysis of Covariance (ANCOVA) in SPSS at the significance level of 0.05.

The present study results suggested that after controlling the effect of pretest, cognitive–emotional skills training presented a significant effect on the posttest scores of the experimental group respecting impulsive symptoms (p<0.001), attention (p<0.001), and concentration (p<0.001) among the examined students with ADHD. The effect of cognitive–emotional skills training on the improvement of impulsive symptoms, attention, and concentration was measured to be 0.65, 0.54, and 0.48, respectively.

Based on the current study findings, cognitive–emotional skills training effectively improved impulsive symptoms, attention, and concentration among students with ADHD.

Concentration in the classroom, which has been less studied in studies, is one of the most important factors influencing learning. This study aimed to investigate the ecological factors affecting concentration in classroom from the viewpoint of the students of shahid sadoughi university of medical sciences, Yazd in 2017.

This descriptive-analytic study was conducted on 384 students with Cluster random sampling method. The data collection tool was a two-part 29- item questionnaire on demographic characteristics and ecological factors. The data were analyzed using SPSS18 using central dispersion index, T-Test and Chi Square.

All the subjects completed the questionnaires. In the domain of teacher, "the appropriate approach of the teacher to the students" the mean score was 4.12 ±1.33, in the field of the student "active participation in the class" was 4.30 ±1/22 and in the "large number of students in the classroom environment”, the highest score was 4.74 ±0.59 regarding classroom-related factors. The best time to hold a class was at 8-10 AM, with an abundance of 208 people and the front row with an abundance of 298 people was considered the best place to sit in the classroom from the student's viewpoint.

The officials of the education should support and organize workshops to enhance the skills of teachers in the classroom as well as motivating the students. Also, observance of standard number of pupils in class, the time and place of the classroom are also items to be considered.

Epilepcy is a chronic and neurological disease. The aim of this study was to determain the effectiveness of computer gamesbased on visual skills on visual perception and concentration of children with epilepsy disorder.

This is a quasi-experimental study with pretest and post-test design with control group. The statistical population of this study was all children with epilepsy disorders referring to the epilepsy disorder treatment center in Mashhad. The sample was 30 these individuals have been selected and voluntarily selected according to the criteria and randomly divided into two experimental and control groups. The tools used in this research were the computer focus test (COG) (2012) and the Frostheit Visual Perception Test (1982). Finally, the data were analyzed by descriptive and inferential statistics using covariance analysis. For this purpose, SPSS-24 software was used.

The results showed that there was a significant difference between the mean post-test scores of visual perception (P <0.01) and concentration (P0.05) after elimination of pre-test. The mean score of the post-test group was significantly more than the control group, which meant that the use of computer games in visual skills increased visual perception and concentration.

The results showed that the use of computer games in visual skills increased visual perception, and concentration on the experimental group in the post-test phase, compared with the control group.

Environmental factors such as temepertature, humidity and light can affect learning environment and consecuently learning quality. This study aimed to investigate the ecological factors affecting concentration in the classroom from the viewpoints of students of Hormozgan University of Medical Sciences. This cross-sectional study was conducted on 400 students using stratified random sampling method. The data collection tool was a two-part standard two-part questionnaire of demographic characteristics and ecological factors influencing the concentration including 29 questions. Data were analyzed using SPSS24 software using central scatter indicators (frequency, frequency, mean and standard deviation), independent t-test and one-way ANOVA. The mean and standard deviation of student's score on the ecological factors affecting concentration in the classroom in three areas related to the teacher, the student and the environment were 3.69 ± 1.48, 4.20 ± 1.56 and 3.10 ± 1.54. There was a significant difference between the mean scores of students' opinions about environmental factors in both sexes (P = 0.02). The results showed that, by planning and holding joint meetings between the professors, students and educational officials of Hormozgan University of Medical Sciences, effective steps canbe taken to improve the environmental conditions affecting concentration in the classrooms

The results of previous research in indicated that training of increasing attention and concentration plays an important role in the learning and academic progress of students. In this regard, the present study aimed to investigate the effect of focus and attention training on problem-solving skills and anxiety-exams in students.
This study is an experimental that designed as pre-test and post-test with control group. The statistical population of this research includes the all-girl students of seventh grade of governmental schools in 2 area of Rasht city during the educational year of 2015-2016, which 30 of them where selected by randomized multistage sampling. Attention and concentration training was taught to the 15 students in experimental group in ten sessions of one month period, while 15 students of control group did not receive any special training. Both groups of control and experiment have assessed in pre-test and post-test with Cassidy and long problem solving scale and Sarason test anxiety questionnaire. Data were analyzed using the covariance method in SPSS software.
There were significant difference between two groups about problem solving skills (P=0.001) and test anxiety (P=0.001). This means that attention and focus training has been able to improve problem-solving skills and reduce test anxiety in students of experimental group.
Strengthening attention and focus as one of the main aspects of reducing student's stress and increasing their mental efficiency should be seriously addressed by psychologists and educational instructors.

Many problems of students with attention deficit / hyperactivity disorder is related to disorder in executive functions that neurofeedback training are effective to improve them. This study aimed to investigate the effect of neurofeedback training on executive function (sustain attention, planning and working memory) in elementary girl students with attention deficit / hyperactivity disorder.
This study was a quasi-experimental with a pre-test and post-test design. The statistical population included all elementary girl students with attention deficit / hyperactivity disorder that referred to counseling centers of Gharchak city in 2015 year. Totally 30 students were selected through available sampling method and randomly assigned to two groups. The experimental group educated 12 sessions of 60 minutes by neurofeedback method. To assess sustain attention, planning and working memory respectively were used from CPT, T-London and N-back computerized tests. Data analyzed with the SPSS-19 software and by multivariate analysis of covariance method.
The results showed there was a significant difference in three variable of sustains attention, planning and working memory. On the other hand the neurofeedback training method significantly lead to increase sustains attention, planning and working memory in elementary girl students with attention deficit / hyperactivity disorder (P Regarded the results of this research suggest that therapist and clinical psychologist use from neurofeedback training for increase sustains attention, planning and working memory in students with attention deficit / hyperactivity disorder.

Lack of concentration in classroom is considered to be one of the most prevalent educational problems throughout education. The aim of this study is to discover and determine factors contributing to the students’ concentration in North Khorasan University of Medical Sciences.
Material & This descriptive study was performed on 460 students of North Khorasan University of Medical Sciences. A questionnaire consisting of two parts including; demographic data and 21 questions was used to assess the effective factors in students’ concentration. Data were analyzed by SPSS-14 software based on frequency of distribution, mean and standard deviation.
Most of the cases (66.3%) were female and the overall mean age was 21.3± 3.4 years. Among the teacher-related factors and student-related factors, "Proper time management by the teacher at presentation" (mean 3.34±0.90) and “Interest in the subject" (mean 3.42±0.41) were proved to be the main interfering factors, respectively. Among the environmental factors, proper lighting and ventilation (mean 3.2±0.86) were also the most significant factors.
According to the students’ views about concentration, changing some behavioral patterns among the students could lead to improvement in their concentration level. This may include planning for enough rest, paying attention to present the applied topics, and consequently encouraging students, and providing a convenient learning setting such as physical conditions of the classroom.

While it is proclaimed that computer games function as a new therapy method via regulating electroencephalographic (EEG) abnormalities by sustaining attention and organization in students suffering from attention deficit disorder, the current study was a further endeavor to verify this impression. In this queasy-experimental study with a pre-test and post-test design, all elementary students with attention deficit disorder referred to the counseling centers of Gharchak city in 2014 were entered and through available sampling method, 30 of the students were selected and were randomly assigned to two groups of the control and experimental whose subjects received instruction on computer games for 12 sessions each 60 minutes in duration. Computer-based tests of CPT and Tower of London were the instruments employed for the measurement of attention sustaining and organization, respectively. Consequently, the collected data was fed to SPSS-19 software and analyzed using multivariate analysis of covariance (MONCOVA) method. Mean and standard deviation of sustaining attention and organization ability prior to the intervention in the computer game group was 124/97±9/64 and 18/39±2/67, respectively, which extended to 143/66±11/70 and 27/51±3/24 subsequent to the intervention. In the meanwhile, computer games method significantly augmented sustaining attention and organization ability in students with attention deficit disorders (P<0/05). The results of this study advocate that the computer games can recuperate for students’ attention deficit disorders and increase their sustaining attention and organization ability.

According to some studies, play therapy and story-telling affect on children’s attention and concentration so the purpose of the present study aimed to assess the effect of combination of purposeful play therapy and narrative therapy on attention and concentration of preschool children in a nonclinical sample. The statistical community of the clinical trial with pre-test, post-test design is all pre-school children of region 2 in Mashhad. Four kindergartens were selected through multi cluster sampling method and 60 children with IQ score in range of 90-119 (6-6.5 years old girls and boys) were selected by available sampling method and randomly assigned to 4 groups (10 persons) play therapy, narrative therapy, combined purposeful play therapy and narrative therapy and control group. The research instruments were Wechsler IQ test, test of every day attention for children and continuous performance test. Experimental groups received 12 sessions of interventions and the control group did not receive any treatment. The data were analyzed using descriptive statistics and multi variable analysis of covariance. Children's attention increased significantly more in combined play therapy and narrative therapy group than the other groups (P=0.004). However, children's concentration did not increase significantly more than other groups in the combined play therapy and narrative therapy group (P=0.31). According to the results, purposeful play therapy and narrative therapy as attractive and educational tools can promote attention factors and prevent to attention defects among children.

Information technology can change the organizations in the near future. This research aimed to improve the understanding about the relationship of information technology and triple dimensions of organizational structure (Formality، Complexity and Centralization) in hospitals of Tehran University of Medical Sciences، Iran. This cross-sectional study carried out at 10 randomly selected hospitalsaffiliated to the Tehran University of Medical Sciences at 2010. Observation، interview، and chronic fatigue syndrome (CFS) Robbins questionnaires used in the survey to gather the data. The data were from the members of decisionmaking networks of hospitals and experts of information technology (indicating source of data). The association was assessed using STATA (900)، Pearson correlation linear and multiple regression tests. There was significant relationship between the overall status of information technology and centralization (P = 0. 01) and formalization (P = 0. 05). In most of the cases، the information tehnology had significant effect on utilization with formalization dimention of the triple dimensions of organizational structures. Discussion and Information technology cannot change the organization structure totally; however، it can affect extensively on complexity and centralization.

According to the organizational intelligence to increase access of the knowledge in organizations and can to create competitive advantage in order to improve efficiency & effectiveness in organization، but that are affected by the structural dimensions of centralization، formalization، complexity (which reflects the characteristics of the internal organizations). This study aimed to investigate the relationship between organizational structure & organizational intelligence in Arak Medical University affiliated teaching hospital was performed. In this study، the research community was comprised official staff that have high school diploma، working in hospitals that were selected for this study by sample stratified random studied. Tool for data collection، was questionnaire Robbins organizational structure and standardized questionnaire Alberkht about organizational intelligence. After confirming the validity and reliability of questionnaires، these were distributed between colleagues in teaching hospitals and then were collected. Using data collected from 16 SPSS software testing was analyzed by Spearman correlation coefficient. From 87 respondents، most of them have had a bachelor''s degree and about 52 people who (74%) had experience about five years. The results were shown of the significant correlation between the organizational structure &intelligence in teaching hospital (r =-0 /612 and p=0/001). The relationship between the complexity of organizational with organizational intelligence was not significant (r = 0/157 & p= 0/53)، but by two other organizational dimension of structures (i. e.، degree of formalization، centralization) with organizational intelligence was obtained significant respectively (r =- 0/693and p=0/001) and (r =- 0/711and p=0/001). Based on findings from this research، teaching hospitals must be review current situation about organizational structural dimensions particular through decreasing centralization، formalization، to provide necessary field for developing and implementation of organizational intelligence

This randomized controlled trial was designed to assess impact of short time music listening on the attention and working memory performance. Forty medical students randomly assigned to music and control groups. This randomization was performed in a way to maintain an equal sexual distribution between the two groups to lower probable bias. Fifteen minutes of classical music (Piano sonata K576 by Mozart) played for volunteers in music group, while in control group 15 minutes of rest allowed before performing tests. Wechsler memory scale and reverse digit count test were performed by both groups. The results were compared between two groups and analyzed by statistical methods. Corrected WMS score in music group was 113.97 so it was higher than control group witch was 107.22 (p<0.01). Resulted memory quotient (MQ) in music group was 131.75 and it was higher than control group which was 116.6 (p<0.01). Performing time of reverse digit count test (from 100 to 1 by interval of 7) in music group was 41.50 sec and it was lower than 51.0 sec of control group but it was not statistically significant (p>0.05). Reverse digit count test errors in music group was 0.45 and was lower than 1.20 of control group and it was statistically significant (p<0.05). Music listening improved attention and memory performance in music group comparing to control group.

The main objective of the research was evaluation of the effects of breakfast on attention and short-term memory of 8-years old school children. The study design was randomized controlled trial (RCT) which is done in a cross-over frame. 38 school children divided into two groups randomly and group one was given a standard breakfast (as 20% of RDA for energy in this age) at 8:00 AM. Before and one hour after breakfast pre-and post test of arithmetic and vocabulary tests were performed. At phase 2 of study (after two days), by crossing over the groups new tests were given and results analysed. All individual characteristics such as anthropometric, socio-economic, parents and teacher’s opinion about children activity and school performances, and school average scores were obtained. Results indicate that both attention ability and short-term memory scores of subjects have elevated at least 2 scores (P<0.05) in breakfast group, but in other group memory test failed, although decrement was not significant. Because of similarity of both groups, we suggest that the promotion of scores is due to consumption of breakfast.