جستجوی مقالات مرتبط با کلیدواژه « مثبت گرا » در نشریات گروه « پزشکی »

In the review of the educational resources of Islamic education courses, it can be seen that in the preparation of the texts and educational content of these courses, not enough attention has been paid to the specialization and field of study of the learners; While there is this capacity for some Islamic education courses to have a stronger relationship with other experimental sciences, professional specialties and the study field of the learners.On the other hand, the teaching of these courses over many years has revealed the pathology of these courses and the evaluation of the performance of Islamic education groups. It has also led the decision-makers to the attitude that the presentation of these lessons in the current way has been effective and how it has achieved its mission in the field of individual and social life of the target community in various fields of science.Students of medical sciences universities will work professionally in a field that is completely practical and experimental and related to the realities of people's health and life. Based on this, it is logical that the educational content of Islamic education courses, including the Islamic ethics course, should be compiled and taught in a special way based on professional needs for these students to meet their needs. Therefore, investigating the feasibility and necessity of presenting Islamic ethics lessons with a health-oriented approach in the field of medical topics and providing a general framework for determining health-oriented topics and topics is the main goal of this research.

This study was conducted with a qualitative approach in the academic year of 2018-2019 at Isfahan University of Medical Sciences. The study aims to improve the quality of services, which is formed with a need-oriented attitude and concern for content development. The purposeful sampling includes 22 professors of Islamic ethics course in Isfahan University of Medical Sciences, experts in the field of Islamic education and experts in the field of health and familiar with the topics of the field of Islamic education.The research tool is a researcher-made questionnaire containing six open-ended questions, four of which are about the possibility of presenting this course with a health-oriented approach according to its dimensions (possibility according to the objectives of the lesson, possibility according to the approved headings, possibility according to the four dimensions of health, and possibility according to the background) The fifth question is about the usefulness and necessity of this approach for medical students, and the sixth is a request to suggest appropriate topics for this course with a health-oriented approach. In terms of content validity, the questionnaire was reviewed and approved by experts and professors who are experts in the field of health and familiar with Islamic teachings. The implementation of this project was carried out in three stages. In the first stage, the meeting of the specialized committee on Islamic ethics was held with the presence of the professors of this course. After presenting the topic and explanations and obtaining informed consent, people presented their views and after discussion and exchange of views, the views of the attendees were collected. After the meeting, the head of the committee extracted the data from the questionnaires about each of the questions and the frequency of each answer was determined as a percentage. In the second stage, the results of the expert committee meeting were presented in the meeting of experts who are experts in the field of Islamic ethics. And after the discussion and exchange of opinions, the agreed opinion of the majority was determined in the meetings of the specialized committee and experts. In the third stage, due to the interdisciplinary nature of the topics, it was necessary for expert professors from the field of health, who are familiar with the topics of Islamic education, to choose and express their opinion. After the purposeful selection of health expert professors in the meeting of experts, the results were sent to them and after their comments, the final summation of these three stages was done and the view based on the opinion of the majority was extracted.

This study was conducted with the aim of investigating the feasibility and necessity of presenting a lesson on Islamic ethics with a health-oriented approach and providing a framework of proposed headings for revising this lesson with a qualitative and developmental method. The results showed that the health-oriented approach in the course of Islamic ethics is possible for the majority of the participants in this research in terms of goals, topics, background and dimensions of health. And its presentation is useful and necessary for medical students. The opinion of most professors and experts on the usefulness and necessity of the health-oriented approach in the course of Islamic ethics shows the necessity of trying to pay attention to the interdisciplinary topics of Islamic education and the field of health. Paying attention to this approach can provide the context for transformation, modernization and efficiency of this lesson.

All the participants found it possible, necessary and useful to present Islamic ethics lessons with an approach to the medical profession according to the goals, headings, four dimensions of health and its background, and while providing documentation and reasons, they suggested headings and topics with this approach. Based on this, providing a course on Islamic ethics with an approach to health topics is not only possible, but also necessary, and attention will be paid to the professional needs of medical students. In addition, it is the source of dynamism and efficiency of this course and attention to interdisciplinary topics in the field of health and Islamic education.

Academic progress is one of the important factors in the educational success of students. The motivation of academic progress plays an essential role in achieving the academic goals and successful education of students. Academic achievement motivation refers to a person's desire to improve his or her performance and that of others. This motivation influences students and drives them to learn, strive, and progress.Motivation for academic progress is one of the key factors in the learning process in any educational environment. This motivation increases the energy level and activity of people and leads them towards certain goals. Therefore, not having the motivation to progress can be a factor in reducing the education and failure of students. Research shows that there is a positive relationship between motivation and academic achievement, and this relationship is reported by more than 59%. In addition, the motivation for academic progress can be an important factor in dropping out of school and lack of interest in boys and the reason for marriage in girls.Many students feel hopeless due to having a negative and pessimistic attitude towards their future and not having control over their environment and behaviors. These problems and negative attitudes can lead to a decrease in motivation for academic progress. Improving resilience can have an impact on the adaptability of their lives. Teaching positive psychology can help students to face negative experiences and turn them into positive experiences. Also, this type of training can help students to acquire the ability to repair psychological traumas and overcome difficulties.Therefore, the current research is looking for this issue: What is the effect of positive psychology training in a group on the academic achievement and resilience of medical students?

This research was conducted using a quasi-experimental method and a pre-test and post-test design with a control group and an experimental group. The statistical population of this research was students of Shahid Beheshti University of Medical Sciences in Tehran in 2018. 30 students were selected in two experimental and control groups. The intervention was held in eight weekly sessions, and Connor and Davidson's resilience tools and students' GPA were used to measure academic progress. The content of the intervention included various sessions to promote resilience, including the introduction of capabilities, forgiveness, sense of taste and constructive response.

The results of this study showed that the students of the experimental group who received positive psychotherapy training had higher resilience and academic achievement scores in the post-test phase. Statistical analysis showed that the distribution of grades in the two variables of resilience and academic progress is normal, and the variances and homogeneity of the slope of the regression line are not significant. As a result, positive psychotherapy intervention has a significant effect on increasing resilience scores and academic achievement, and compared to the control group, there is a significant difference between the two groups in these scores, and positive psychotherapy training led to an increase in academic achievement in students. Teaching positive psychological techniques and skills promotes positive communication with oneself, others and the world and increases students' motivation. Also, paying attention to the positive points and good experiences of the past can lead to more positive perceptions of oneself and others and lead people to accept more responsibility for their own worth and recovery. The positivist approach has the main goal of helping people in increasing their academic motivation and increasing their capabilities, positive emotions, commitment, and meaning, which makes their lives fresher and richer. Also, this approach helps to directly increase positive emotions and abilities and helps to personal growth and perfection and mental health of the person. The results show that positive psychotherapy training also increases students' resilience and positive psychology strategies can be effective in improving the level of mental health and well-being. These interventions can be provided in the form of accessible training for people to benefit in improving the quality of life and increasing mental health.

According to the results of this study, teaching positive psychotherapy to medical students leads to improving their academic progress and resilience. Teaching positive psychology techniques and skills can improve positive communication with oneself and others and strengthen students' motivation and confidence. Paying attention to past good experiences and individual strengths can help intensify positive perceptions and facilitate acceptance of responsibilities and improve autonomy. A positive approach helps to increase academic motivation and improve positive emotions, commitment and meaning in life. Also, positive psychotherapy training can improve students' resilience and help improve mental health and personal growth. However, the limitations of this study include a small sample of students and the use of self-report questionnaires, which may have biased the responses. It is suggested that more comprehensive research on positive psychology be done at the country level.

Rheumatism is a common cause of joint pain and physical and mental disability in patients. Studies show that the disease usually occurs in old age and is more common in women than men. The aim of the present study was to investigate the effect of positive psychotherapeutic intervention on functional disability and pain perception of women with rheumatoid arthritis in Khorramabad. The research method is semi-experimental with pre-test and post-test design with experimental and control group. The statistical population was all women with rheumatoid arthritis in Khorramabad. The available sampling method was selected from 40 women with rheumatism and randomly assigned to two experimental and control groups (20 people per group). Under the same circumstances, the experiment was conducted with questionnaires for functional disability and pain perception from both groups. Then, positive, psychotherapeutic intervention was performed on the experimental group for 8 90-minute sessions, but the control group did not receive any intervention. After the meetings, both groups were re-tested.

The results of multivariate and univariate analysis of covariance showed that positive psychotherapeutic intervention had a significant effect on reducing functional disability and pain perception of patients (P <0.01).

According to the results of this study, it can be said that positive psychotherapy has reduced functional disability and pain perception in women with rheumatoid arthritis. Therefore, along with medical treatment, this treatment can be used to reduce functional disability and pain perception of these patients.

Psychologica capital as a positivism psychological parameter, relying on variables such as self-efficacy, resilience , optimism ,hopefulness and in this regards academic enthusiasm with different dimensions such as cognitive, behavioral and emotional consider as an important factor in learning learners also determining academic achievement and learners promotion. The aim of this study was to investigate the role of psychological capital factors in predicting student's academic enthusiasm.
In this correlational study, 230 studens of nutrition and food industry faculty of Shahid beheshti university of medical sciences in the academic year of 95-96 were selected by stratified sampling method. For gathering data two questionnaires of psychological capital Luthans and student's enthusiasm Frederick were used. Collected data were analyzed through descriptive and inferential statistics (Pearson correlation and regression analysis) by Spss.
Mean and standard deviation of total academic enthusiasm and psychological capital were 6.82± 44.02 and 14.35± 98.27 respectively. The correlation coefficient test showed there is a significant positive correlation between psychological capital components and academic enthusiasm (P psychological capital can predict enthusiasm among the students. Due to the fact that this variable is related to students enthusiasm to continue their learning, So organizing courses and workshops to enhance the psychological capital of students should be emphasized.