یادگیری

The purpose of this study was to identify the components and methods of microergonomics used in higher education in the studies conducted in this field by the method of synthesis. The methodological approach in this study was qualitative using synthesis research and content analysis method.

Regardless of the time frame 105 articles were found by referring to the reliable article and scientific databases, in the field of microergonomics in higher education. Among these articles, 14 were selected as samples purposefully.

The findings of his study revealed the most important indicators identified in the field of microergonomics research in higher education, which included the ergonomic design of teaching and learning equipment, supplies and tools, matching of the body dimensions and the dimensions of tables and chairs used, the ergonomic design of university spaces, ergonomics for order, discipline, cleaning, repairs and maintenance, special ergonomics for women and older people, ergonomics in performing tasks and determining workload, environmental ergonomics and atmospheric conditions and also general ergonomics education.

Microergonomics is one of the most important sciences whose implementation is needed in higher education, and it plays a role in the health of academics and in making teaching and learning more effective.

Effective learning results from correct education in an appropriate setting and through creative, inclusive, encouraging methods. This study aimed to investigate the new active approach of microlearning and the consequences of its use in medical education.

This narrative review was compiled by searching Persian and English Iranian and international scientific databases, including SID, Magiran, PubMed, Science Direct, and Scopus, and the Google Scholar search engine, using keywords such as “education,” “learning,” “ microlearning,” “student,” and “medical education,” from 2015 to 2024. The articles selection process was based on the PRISMA diagram, and the quality of the selected articles was assessed using the STROBE and CASP tools. After removing duplicate articles, the titles and abstracts of the remaining articles were reviewed, and unrelated articles were removed. Then, the full text of the 16 articles was reviewed.

The study included 16 articles in total.  Microlearning facilitates the teaching-learning process in learners due to its ease of access, flexibility, promotion of active learning, time-saving, and high productivity. Microlearning in medical education can improve learner knowledge acquisition and retention, skills and performance, participation, interest, teamwork, motivation, self-confidence, and satisfaction.

Using the microlearning method in the curriculum of medical sciences students can lead to the improvement of knowledge and skills, change the attitudes of learners, and improve the process of treatment and care for patients.

Dear Editor The challenging conditions of today's world and the rapid advancement in various sciences have prompted higher education institutions to update their teaching and learning approaches. This improvement aims to support learners in enhancing their capabilities and achieving effective performance in the current complex environment, enabling them to act as agents of change and respond to social and organizational needs (1). Medical education institutions must also invest in developing successful clinical learning models that align with real-world challenges, equipping students with the skills and attitudes necessary for lifelong learning and continuous professional development. The coaching approach, which has gained momentum in medical education since 2000, particularly in recent years, can play a significant role in this regard (2, 3). In clinical education, coaching serves as a supportive approach for learners aiming to maximize their potential through goal setting (4). This method is grounded in one-on-one dialogue, which includes verbal questioning and feedback between the coach and the student within the clinical learning environment (1). While various models exist for implementing this approach, the GROW model is regarded as the most suitable for training students. Participation in this model typically begins before the introductory session, where the coach explains the concept of coaching, outlines expected outcomes and establishes clear, measurable goals. During the reality stage, the coach poses questions to the learner about their progress toward goals and the obstacles they encounter, fostering greater self-awareness. The coach then assists the learner in creatively exploring strategies to achieve their objectives. In the final stage, the student and coach agree on specific actions to be taken within a designated timeframe and clarify the learner's level of commitment and accountability (5). To further enhance the supportive aspect of this approach, additional resources and strategies, such as educational supervisors, study guides, or workshops based on real-case scenarios, can also be utilized (6).  Given the nature of the coaching process, it is clear that this approach underpins a philosophy of learning that encourages students to take responsibility for their own learning and engage in learner-centered exploration. This is achieved by setting learner-centered goals, selecting strategies to reach these goals, and self-assessing their learning. In this framework, coaches typically position themselves as supportive guides, encouraging students to question and explore (7). While the coaching process thrives on interactions built on trust and respect, the responsibility for making changes ultimately rests with the learner and the coach assuming a supervisory role. The coach employs active listening techniques and open-ended questions to assist in goal setting and establish pathways toward achieving them, empowering the learner in the process (4). Moreover, coaching creates experiential learning opportunities, as coaches design meaningful learning experiences derived from clinical situations that incorporate reflection and feedback (7). Throughout this dialogue, coaches closely observe and evaluate the student's performance in clinical settings, encouraging them to reflect on their practice methods. By asking analytical questions and providing constructive feedback, coaches challenge students to identify their concerns and areas for improvement. These ongoing, purposeful interactions between the coach and learner enhance the students' critical thinking and clinical reasoning skills, helping to bridge the gap between theory and practice (2). Based on this, coaching is an educational approach with the potential to create an environment that supports students in achieving their educational goals and advancing in clinical settings. This approach can be particularly effective in medical education. Given the emerging nature of coaching in this field and the limited existing research, further studies are needed to explore coaching in healthcare professions, as well as to develop and evaluate interventions related to coaching in clinical performance.

Alzheimer's disease (AD) is a progressive disease and one of the most common neurodegenerative disorders. AD causes impairment in memory, learning and other important mental functions. The aim of this study is the effect of ovariectomy on cognitive memory and learning in AD mouse model induced with scopolamine.

In the present study, 32 female Wistar rats (weight 180 to 200 grams) were divided into four groups: control, ovariectomy (OVX), Alzheimer's disease (AD), and ovariectomy + Alzheimer's disease (AD+OVX). Alzheimer's model was induced by intraperitoneal injection of scopolamine, 1 mg/kg for 14 days. Short-term memory and non-avoidance learning were evaluated by Y-shaped maze and shuttle box behavioral tests, respectively. Nissel's staining method was used to evaluate the degree of neuronal destruction in the CA1 area of hippocampal tissue samples. Data were analyzed by one-way ANOVA and Tukey's approximate test at a significance level of 0.05.

According to the Maze test, a significant decrease in frequency index was observed in the OVX, AD and AD+OVX groups compared to the control group. According to the shuttle box test, the average duration of entering the dark area in the OVX, AD and AD+OVX groups was significantly reduced compared to the control group. The Nissl staining results showed that the average number of live cells in the OVX, AD and AD+OVX groups was significantly reduced compared to the control group.

Deprivation of estrogen caused by OVX can have aggravating effects on Alzheimer's symptoms on cognitive memory, learning and also neuronal damage.

Alzheimer's disease (AD) is a neurodegenerative disorder with severe cognitive impairments. Taking into account the role of folic acid on improving cognitive functions in some disease models, the present study aimed to examine the effect of folic acid on spatial learning and memory impairment induced by bilateral electrical lesion of nucleus basalis magnocellularis (NBM) in Alzheimer’s disease model of adult male rats.

In this experimental study, 49 adult male Wistar rats were randomly divided into seven groups: Negative control, NBM lesion (bilateral electric lesion of NBM), sham lesion (electrode entry into NBM without induction of electric current), vehicle (lesion+saline), and lesion+folic acid (FA 5, 10, 15 mg/kg). In the treated groups, intraperitoneal injection of folic acid or saline was performed for one week, 30 minutes after the NBM lesion. Then, they were trained for five days by Y-shaped maze. Twenty-five days after the training, a memory recall test was performed to evaluate long-term memory.

NBM bilateral lesion decreased learning and spatial memory compared to the negative and sham control groups (P˂0.001). There was a significant increase in learning and spatial memory in the lesion+FA 10 mg/kg (p<0.05) and lesion+FA 15 mg/kg (P<0.01) groups compared to the lesion group.

The results of this study show that folic acid improves learning and spatial memory in Alzheimer's disease models with bilateral electrical lesions of NBM in adult male rats.

Flipped classroom is a new approach in the educational system, and despite the fact that it can be implemented in the elementary grade classrooms and experimental sciences course in terms of subject matter, educational facilities and time, its use is limited. The aim of the current research is to investigate the effectiveness of flipped classroom on health literacy in the experimental sciences course of the second elementary school.

The research method was a semi-experimental type of pre-test-post-test design with a control group, and the statistical population was the students of girls' primary schools in Bonab city who studied in the academic year of 1400-1401. The sample size included 44 students who were divided into two experimental and control groups. The research tool was the health literacy questionnaire adapted from Montazeri et al.'s questionnaire (1393) with a reliability of 0.886 and a paper-and-pencil test with a reliability of 0.722, and their validity was confirmed after verifying by university experts and experienced teachers. First, the questionnaire and paper-and-pencil test were performed as a pre-test on both groups. Then, the experimental group was subjected to the flipped classroom strategy for 10 sessions in the science-experimental course in health literacy. After the completion of the training sessions, a post-test was performed on both groups. Descriptive statistics of mean and standard deviation and inferential statistics of covariance analysis were used to analyze the data.

The results showed that the average scores of the students who received the flipped classroom method were higher than the average scores of the students who used the traditional teaching method.

It can be concluded that the flipped classroom was effective on students' health literacy.

Educational games can be very useful tools for learning memorization lessons such as anatomy due to the interaction between the participants. The purpose of present study was to investigate the quality of learning in the general anatomy lesson using gamification among the students of Khomein Faculty of Medical Sciences.

Methods & Materials: 

The present research was a quasi-experimental interventional study conducted on 53 first and second -semester students of Khomein University of Medical Sciences in 2022. Initially, the training was in the form of lectures and PowerPoint presentations. After the pre-test, in the next 8 sessions, the training was presented in a combined form using lecture and Kahoot platform (as classroom quizzes). At the end of the semester, the post-test was held. The test and quiz results were analyzed to investigate the effect of the Kahoot educational environment and students' gender on student learning.

  The mean scores of students in various quizzes did not show a significant statistical difference (p-value=0.976). Additionally, the mean scores of male and female students were not statistically significant (p-value=0.766), indicating that gender did not affect the scores of classroom quizzes. On the other hand, the mean scores of students in the post-test (1.84 ± 0.24) were significantly higher than the pre-test (1.71 ± 0.3) (p-value=0.007).

Answering the questions of the Kahoot game, which was done in a group and cooperative manner, could strengthen the sense of participation in learning taught concepts; therefore, it is better to use new and varied educational aid games in teaching anatomy.

This study is conducted to experimentally compare the compatibility of technology-based and traditional assessment approaches with the brain-based curriculum of students at Farhangian University. This is a quantitative study in terms of nature, applied in terms of objectives, and quasi-experimental with a pre-test-post-test design in terms of method. The statistical population includes all undergraduate student teachers at Sheikh Morteza Ansari Campis of Farhangian University, Dezful in 2022.The statistical sample consists of 30 male student teachers studying Elementary Education in the course Research Methods and Statistics in one class, who are assigned to two groups of 15 by simple random sampling. The data collection tool after 12 training sessions is the researcher-made student teacher exam sheet, which includes 10 questions concerning the course Research Methods and Statistics in Educational Sciences. According to the results, there is a difference between the average of the pre-test and post-test groups who used the typing method (educational technology-based assessment) to answer the questions, with the post-test group having a lower average than the pre-test group. However, there is no difference between the average of the pre-test and post-test groups that used the handwritten method (traditional assessment) to answer the questions, with the average of the post-test group being close to the pre-test group. Since the handwritten approach of writing questions (traditional assessment) is more compatible with the brain-based curriculum, teachers of Farhangian University should ask student teachers to use the handwritten method instead of typing method to answer questions.

Strengthening metacognitive therapy strategies in self-concept and academic performance can be a crucial step in identifying, improving, and clinically treating psychological issues and promoting mental health. The aim of the present study was to investigate the effectiveness of metacognitive therapy on learning styles and academic self-concept of secondary school girls in Jahrom.

This research was carried out in terms of practical purpose and quantitative research method of semi-experimental and pre-test and post-test design with experimental and control groups and random assignment on the statistical population of secondar school girls in Jahrom. Seventytwo subjects were selected by multistage cluster sampling method and 36 individuals placed in each group. The experimental groups underwent group metacognitive therapy during ten 70-minute sessions.The tools of this research were questionnaire. Statistical analysis was performed using univariate and multivariate covariance analysis and SPSS. v. 28 software.

The results of the showed that the metacognitive strategies training intervention significantly increased the average of written (from 4.72 to 5.44) and visual styles (from 3.17 to 4.67), as well as academic self-concept (from 72.36 to 81.14) (p<0.05). Also, the intervention caused a significant decrease in the average of two learning styles: listening (from 5.08 to 3.86) and movement (from 3.03 to 2.06) (p<0.05). The partial eta squared index showed that the metacognitive strategies training intervention had the most effectiveness on movement style and academic self-concept with thecoefficient of 0.154 and 0.153, respectively .

Metacognitive therapy is effective in improving learning styles and academic self-concept as a clinical treatment approach, and overall, it can promote mental health, and improve or treat psychological health issues outside the academic field .

With advancements in technology, computer games have opened new possibilities in the field of children's physical activity. One of these important areas is improving motivation and motor skills. The purpose of the present study was to compare the effects of virtual reality exercises and traditional exercises on children's motivation and motor skills.

The statistical population of this semi-experimental research was 10 to 12-year-old male students of elementary schools in Lorestan province, Iran. Based on the pre-test scores, 45 children were divided into three groups of 15 participants each: the virtual reality exercises group, the traditional exercises group, and the control group. Each child in the experimental groups participated in a training program consisting of two sessions per week for eight weeks, totaling 16 sessions.

Our study revealed that virtual reality exercises had a significant effect on improving all subtests of children's motivation. Furthermore, this type of training had a significant effect on improving all manipulation sub-skills and some locomotor sub-skills. In addition, traditional exercises caused a significant improvement in some subtests of children's motivation. This type of training caused a significant improvement in some manipulation sub-skills and some locomotor sub-skills. Comparisons between the two types of exercises revealed that virtual reality exercises enhanced intrinsic motivation more effectively than traditional exercises, whereas traditional exercises were more effective in boosting extrinsic motivation compared to virtual reality exercises. In the field of manipulation sub-skills, virtual reality exercises had a significantly greater effect than traditional exercises. However, no significant differences were observed between the two types of training in the field of sub-skills of locomotor.

Based on our findings, it is recommended to utilize virtual reality games to effectively boost both motivation and motor skills in children.

Basic medical sciences course is one of the important courses in medical education that motivating and improving the educational process can be effective in promoting students' education. The aim of the present study was to evaluate and compare face-to-face education with e-learning on the score average of different lessens of medical students of Qom University of Medical Sciences and their level of satisfaction. In this study, 360 medical students participated which 180 students received face-to-face training and 180 students underwent virtual or e-learning. Then, the average final scores in 17 basic science lessons of students were compared in face-to-face and virtual groups. Also, a questionnaire was prepared whose validity was obtained by teachers and its reliability was obtained using Cronbach's alpha coefficient of 0.92. In the questionnaire, questions about students' learning and satisfaction were asked. Data analysis was performed using SPSS software and independent t-test. The mean score of the final exam in some lessons in the group undergoing virtual education was significantly higher than the average of the control group (P ≤ 0.05). In the questionnaire review, most of the students were satisfied with the volume of presented lessons and holding virtual exams but 78% of students were opposed to the full replacement of virtual education with face-to-face education. In general, virtual education cannot be a complete alternative to face-to-face education, but with the provision of a suitable platform, virtual education is offered as a complement to face-to-face education.

Study guide is a tool that helps to direct learners on the education path as a road map and can facilitate their learning process. Moreover, it provides useful information for educators to achieve optimal learning outcomes. Therefore, the present study aimed to investigate the students' perception regarding the application of study guides in clerkship and internship courses in the clinical education process at Shahid Sadoughi University of Medical Sciences.

This analytical-cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2020-2021. In this study, the viewpoints of 62 students regarding the use of study guides in the process of clinical education were investigated through a validated Agarwal's (2017) questionnaire. The content validity ratio (CVR) in all items was higher than 0.49, and the content validity index (CVI) in all items was reported to be higher than 0.79, with no items being omitted from the questionnaire. The required data were collected using the field research method. Data were analyzed using descriptive (mean, standard deviation, and percentage) and inferential tests (Students T-Test) in SPSS software (version 16.0).

The mean age of participants in this study was 25.32±0.71 years, and 33 participants (53.2%) were female. The mean satisfaction scores of the students from the internship and clerkship courses were calculated as 3.55±0.97 and 3.44±1.59, respectively, indicating the acceptable satisfaction of the externs and interns with the study guide. The results showed that there was no significant difference in the views of the participants regarding the application of the study guide in internship and clerkship courses (P=0.45). The highest mean score was reported in the "instructiveness" item (4.14±0.69).

The results showed that the students considered the study guide an informative tool and a motivator for creating motivation for learning through increasing awareness and knowledge concerning the educational program and the learning process. Systematic planning is recommended for the use of learning guides to manage students' learning in medical school.

Individual differences in learning, including students' learning styles, play a crucial role in enhancing the quality of teaching and learning. Learning styles refer to the preferred way an individual perceives, processes, and stores information. Students with different learning styles learn in distinct ways and respond differently to educational stimuli.The problem is important between the student learning style and the teaching method they prefer. This study evaluates by student learning style.

This descriptive-analytical study employed the VARK questionnaire to assess the learning styles of public health students from grades one to eight using a random sampling method. The collected data were analyzed using SPSS21 statistical software and descriptive-analytical statistics.

34.83% of the students exhibited a single learning style preference. Among these, the most prevalent style was Visual (50%), with Kinesthetic (3.03%) being the least common.When considering all students, the distribution of learning styles was as follows, 50% of the view of the 50% visuality in the field; 34.85%; 12.12% of the kinetic and 3.03% kinetic. Among students with multiple learning style preferences, the most common combination was Auditory-Reading/Writing and Visual-Auditory.

Understanding student learning styles helps faculty choose the most effective teaching methods. Aligning learning activities with student preferences can significantly improve the learning process and enhance the effectiveness of tutorials. However, the generalizability of these findings might be limited due to the sample size and the focus on a specific student population.

Learning progressions in non-linear education consider learners' growth through various learning stages and the significant implications for organizing practices, instructions, and feedback. However, the conventional linear training method has been utilized for many years and offers its own set of advantages.

This study aims to compare the effectiveness of linear and non-linear training on psychological factors related to learning.

In this research, articles related to the research topic from 2000 to 2020 were searched in scientific databases both in Iran and internationally. Initially, 226 study titles were collected based on the research keywords. After applying entry and exit criteria, removing duplicates and irrelevant items, 17 studies were selected as the statistical sample for final analysis.
 

Based on the existing studies and their review, it appears that more research should be conducted with a qualitative approach in this field. Many variables in the real world are qualitative and are challenging to quantify. Additionally, it was observed that both linear and non-linear training approaches have a positive impact on the psychological factors of novice athletes, with most studies favoring the non-linear method.

Given the effectiveness of both approaches, future research should focus on determining the specific contributions of each approach to the psychological factors related to learning.

Environmental pollution, is one of the main causes of increasing cognitive-neurological disorders. All pollutants, whether biodegradable or non-biodegradable, contribute to various neurological issues, including cognitive disorders, and affect human life, particularly in the early stages of development. Given the growing concern about the impact that air pollutants may have on children's learning and neural development, the current research aims to determine the relationship between exposure to pollution and neural development skills in children, in the early stages of education and schooling.

The present systematic review was conducted following international standards and according to the PRISMA checklist. English-language articles were searched from PubMed, Scopus, and Web of Science, Science Direct, and Google Scholar databases until September 2023. Eligible articles were screened by reading titles and abstracts by the researcher. Then, the full text of relevant articles was evaluated, and discrepancies were resolved before making the final decision. The studies reviewed in this research included air and soil pollution, one of the cognitive and learning disorders such as attention, memory, intelligence, thinking, neural development, etc., preschool, and elementary school. In the present study, articles were fully reviewed, and research that did not fall within the age range of preschool and elementary school was excluded from the review; such as articles related to air pollution during the fetal period or children over the age of 12 years. Articles that simultaneously included children within and outside the age range of the study were only reviewed for the relevant age groups, and review articles were also used to find studies related to the research topic.

The search strategy resulted in the identification of 528 studies related to the article’s topic. Based on the screening of inclusion and exclusion criteria, eventually 37 articles were selected that matched the objectives of this research. The results indicated a wide heterogeneity in neuropsychological assessment tools, geographical regions, and sample sizes recorded. Also, many findings reported significant detrimental effects of air pollutants on cognitive functions and sensory-motor abilities (reported a significant difference in terms of brain white matter volume and motor abilities among children exposed to pollution, indicating that living in a polluted area is a risk factor for disruption in sensory-motor functions), increased risk of ADHD, reduced intelligence and cognitive performance, reduced memory, reduced attention; and reduced learning power and perception, most of which examined the effects of several pollutants on cognitive changes in children in preschool and elementary stages. In two of the articles reviewed in this research, the relationship was analyzed based on gender. In these studies, boys were at greater risk in terms of active memory. Also, in the quality assessment of articles, most articles scored 15 or higher, indicating the desirable status of most of the selected articles.

The exposure to pollution with problems in cognitive skills; it is particularly associated with intellectual functions, attention, learning, comprehension, and memory skills. However, the association of pollution with specific neurodevelopmental skills in preschool and elementary school children is less clear and requires more research.

Nowadays, it is essential to acquire skills in the clinical environment and for students to develop the necessary clinical competencies and qualifications. Therefore, due to the many challenges in the clinical environment of the operating room, this study aimed to determine the effects of team-based and task-based learning methods in the clinical area on the results of clinical evaluations of operating room students.

This semi-experimental study was conducted in 2023 on 50 students of the 5th semester of operating room technology at Hamadan University of Medical Sciences. In this study, students were placed in two educational groups, team-based and task-based. After implementing the training process in the operating room environment, data related to the study were collected using the clinical assessment checklist of operating room students. Also, the analysis of these data was done at the level of descriptive and inferential statistics using SPSS version 24 software.

In this study, 44% (22 people) of the students were male and 56% (28 people) of them were female. According to the findings, the average total score obtained from the clinical evaluation of the students in the task-based educational group was 221.44, and in the team-based educational group was 205.84, the difference between these scores was statistically significant (p-value <0.001).

The results of the present study show the greater impact of the task-based educational method on their clinical performance, skill level, and scores obtained from their evaluation. Therefore, it is recommended to use this educational method to increase the level of students' skills and improve their performance in the clinical environment.

 Alzheimer’s disease (AD) is an irreversible and gradual progressive neurodegenerative disease characterized by abnormal protein accumulation, synaptic dysfunction, and cognitive impairment. Hydrogen sulfide, a novel neuromodulator, has neuroprotective effects and regulates learning and memory. It has be shown that Hydrogen sulfide ameliorates homocysteine-induced impairment in cognitive function. The aim of this study was to investigate the potential neuroprotective effects of sodium hydrosulfide (NaHS), as an H2S donor, on Spatial Learning and Memory in streptoztocin (STZ) rat model of Alzheimer’s disease

 Animals were divided into: Control, NaHS (2.8 mg/kg per d) and Alzheimer’s rats group include (STZ, STZ + Saline and STZ + NaHS groups) which were the Alzheimer’s rats and received Saline and NaHS (2.8, 5.6 mg/kg per d) for 10 days. For induction of AD, STZ (3 mg/kg, 10 μl/injection site) were administered into lateral ventricles. All rates were trained in the Morris water maze.

our results show that i.c.v. injection of STZ significantly increased escape latency and Swimming distance to find the hidden platform in comparison with the control group (P<0.05). The amnesic effect of STZ was prevented with NaHS treatment So that The latency time and Swimming distance to find the platform in the STZ+ NaHS group rats were significantly lower than STZ + DMSO groups (P<0.05). Conversely, the percentage of time spent and distance swimming in the target quadrant in the probe test in the STZ+ NaHS group rats were significantly higher than those in the STZ + saline group. 

sodium hydrosulfide, improved, learning and memory in the STZ rat model of AD. The results suggest that treatment with sodium hydrosulfide is useful for treatment of cognitive impairment in AD.

Art education is one of the areas of the curriculum in the development of various individual characteristics and capabilities. Art, with its profound impact and appeal, can serve as an effective tool for gaining a deeper understanding of basic medical science courses, including anatomical sciences (anatomy, histology, and embryology). The study was designed to assess the influence of creative painting on the teaching of anatomical sciences, emphasizing a social, individual, and spiritual approach to encourage forward-thinking and imaginative skills in medical students. It seems that when students of medical sciences become familiar with the clinical considerations and personal, social, and spiritual consequences of the subject while teaching their course material, they will try to learn the material more accurately and multi-dimensionally.

Materials and methods:

 The present research-educational study was designed with a qualitative-quantitative approach and in it the art of painting was used as an educational intervention. At first, after the introduction of anatomical sciences and the presentation of the objectives of the lesson, interested medical and pharmacy students of Ramsar Medical Sciences Campus were asked to choose a topic from anatomical sciences in a group or individually. Then, by connecting it with the clinical points in the textbooks, the following personal, social, and spiritual challenges are displayed by maintaining the scientific content in the form of a purposeful painting. After several meetings about the topics, the paintings meeting the desired criteria were selected and the paintings were displayed to the public. During the exhibition, the correctness of the way of conveying the target message was interpreted and analyzed from the point of view of the audience. Finally, the attractiveness of education and the level of learning among students were investigated. The evaluation of the results was done in two quantitative and qualitative methods, and in the quantitative method, a researcher-made questionnaire was used. The quantitative part was descriptive-analytical and the qualitative part was based on content analysis. To check the validity of the conducted study, Anderson et al.'s five-step criteria including study validity, democratic validity, results validity, dialogue validity, and persuasive validity were used.

The results showed that the integration of art and education can be useful. Most of the students believed that with this method, the educational atmosphere was happier and more attractive for them (54%). 90% of students had increased learning of anatomical concepts. Students stated that they had more enthusiasm (81%) and motivation to learn (72%) lessons and learned the concepts of anatomical sciences in a more permanent way (63%). While learning the material, they were more curious to know, on the one hand, what clinical challenges are significant in the topic in question, and on the other hand, what social, personal, and spiritual consequences these problems will face the patient. All this made them more analytical thinking (79%). This method increased creativity (75%) and spirit of cooperation (75%) in most students, and 77% of students preferred it to other educational methods. Also, students' motivational, team, and communication skills increased by changing the study method and creating a multi-dimensional view of issues.

The use of creative drawing in the teaching of anatomical science concepts was able to encourage the students of medical sciences to learn and increase their enthusiasm by creating a happy and attractive educational environment, raising the spirit of teamwork in them and increasing creativity, communication skills, and analytical thinking in them.

Proper clinical learning in operating room students is very important. This study aims to find the effective factors for improving the clinical learning of operating room students in Iran.

This is a qualitative study using conventional content analysis method that was conducted in 2022. Participants were 15 students in the operating room technology from Hamadan University of Medical Sciences, who were selected purposefully. Semi-structured interview was used to collect data. The data analysis was done using qualitative content analysis method.

Four main themes were extracted as effective factors in improving the clinical learning of operating room students: Characteristics of the clinical instructor (scientific knowledge, ethical-behavioral characteristics, managerial skills), the use of appropriate training methods (using scientific and modern methods, using new teaching methods, teaching in a practical way and gaining experience), emotional/psychological support of students (creating learning opportunities for students, instilling a sense of confidence in students, instilling a sense of worth in students, appropriate and professional behavior with students), educational/hospital facilities and equipment (attention to clinical facilities and consumables, attention to hospital amenities).

The characteristics of the clinical instructor, the use of appropriate teaching methods, emotional-psychological support of student, and the existence of educational/hospital facilities and equipment are effective factors for improving the clinical learning of operating room students in Iran.

Improving learning effectiveness in nursing education is of particular importance. Various methods are used to improve learning effectiveness. The purpose of this study was to compare the effects of two methods, a slide-based lecture videocast and a handout, on learning and satisfaction of nursing students.

A quasi-experimental design without pretest was used to conduct this study during the second semester of the 2016–2017 academic year at Ardabil University of Medical Sciences. The study sample consisted of 54 nursing students studying in their third semester. The health assessment course which consisted of 10 sessions, were randomly divided into two groups. After the first 5 sessions (Group 1) of lectures and PowerPoint presentations in the class, a handout was given to students. At the end of the next 5 sessions (Group 2) of lectures and PowerPoint presentations in the class, video files of lectures screen recordings were made available to the students. Multiple-choice questions were used to evaluate learning outcome at the end of the semester. The student satisfaction form was used to evaluate students’ satisfaction with the teaching-learning process. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Independent T, Wilcoxon and Mann-Whitney U) using SPSS v15.

Data analysis showed that the average learning outcome score in handout offered sessions was significantly higher than in videocast ones (p<0.001). In addition, the mean score of students’ satisfaction for handout and videocast were 39.18±5.86 and 39.81±6.32, respectively, and there was no statistically significant difference between them (p=0.39).

Although slide-based lecture videos did not improve student learning as much as handouts, it is recommended to provide and offer the video lectures to the students during each class session in addition to the traditional learning methods such as handouts and books.