مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال یازدهم شماره 2 (تابستان 1395)

E-learning is used in the worldwide in higher education to improve the quality of the learning experience by students; at the same time using this approach requires behavioral changes in the faculty members. One of the steps in the implementation and monitoring of e-learning, is audience analysis using techniques such as knowledge, attitude and practices (KAP). This study investigates the knowledge, attitude and faculty members’ performance of Tehran University of Medical Sciences (TUMS) on e-learning.
This descriptive, cross-sectional study was conducted in 2014-15 through a research-made questionnaire. Face validity was determined by expert opinion, Cronbach’s alpha was measured to assess the reliability and its construct validity was investigated through exploratory factor analysis. . The questionnaire was e-mailed to all TUMS faculty members . 218 faculty members responded to the questionnaire.
The reliability score of the questionnaire was assessed using Cronbach alphs, and it was 0.79. Exploratory factor analysis of the attitude part of the questionnaire produced a single factor that explained 53% of the variance. The results showed the positive attitude of faculty members regarding e-learning, although their knowledge and practice scores was less than half of the total score. There wass not found any meaningful differences between knowledge, attitude and performance of the participants based on sex, rank and work experience. ANOVA test showed that the difference of scores among schools was statistically significant ( = 0.000; = 0.003 and = 0.000, respectively).
The findings of this study showed the state of knowledge, attitude and faculty members’ performance of TUMS on e-learning. Over the past years, TUMS has established suitable e-learning infrastructure such as educational websites and virtual programs as well as training workshop for faculty members. The results of this study can help the revision and improvement of the faculties’ educational programs.

Mastery of critical thinking skills is one of the aims of higher education. The aim of this study was to evaluate the relation between the richness of the cognitive structure and critical thinking.
This study was a descriptive study that was carried out among the students of Shahid Sadoughi University of Medical Sciences. The sample size was 5700 students and 382 questionnaires were analyzed, randomly. Sampling was randomly stratified. Collecting data was done by critical thinking questionnaire and cognitive structure questionnaire in the five-item Likert scale (strongly agree to strongly disagree) and the Cronbach alpha was 0.86 and 0.81, respectively. Analysis of data was performed using descriptive statistics and Kruskal Wallis test and linear regression, SPSS V.16 was used to analyse he data.
: The relationship between cognitive structure and critical thinking was meaningful and it was measured by Pearson correlation coefficient (0.513) through p-value P Training the proper and targeted study and also training of extensive studies of non-academic sourses in different fields should be put in the curriculum in education system.

Learning styles influence the methods and ways of obtaining information and lead to the variety of information seeking behaviors from the searchers. This study aimed to investigate the relationship between learning styles and information seeking behavior in master degree students of medical science in Shahid Sadoughi University of Medical Sciences in Yazd.
This study was a cross-sectional analytic study. The population of the study was 601 master degree students of Shahid Sadoughi University of Medical Sciences in Yazd in 2013-2015. They were all freshmen. The sample size of 234 students was determined using Cochran formula. Data were collected by two questionnaires (Kolb questionnaire and researcher-made seeking behavior questionnaire). The validity of questionnaires was confirmed by a panel of experts and their reliability was confirmed by Cronbach`s alpha. Data analysis was done by inferential statistics and statistical software SPSS (version 18). Measuring the significant relationship between learning styles and information seeking behavior was done with Pierson correlation coefficient. The significant difference between learning styles and information seeking behavior in terms of gender and faculty was examined by Fisher`s test.
Learning styles had effect on information seeking behavior; also correlation coefficients between the learning styles and information seeking behavior had significant difference, but there was no difference in terms of faculty.
Conclution: Recognition of learning styles and including it into designing of information systems may increase system`s interactivity that it may lead to have better and faster accessibility to information resources.

Evaluation is the heart of any educational program and in nursing programs ensure the competence of nursing students. This study aims to explore the experiences of nursing students’ clinical evaluation..
The present study is qualitative content analysis. Participants in this study were 12 nursing students enrolled in the 8th semester. Purposive sampling was performed until data saturation. Data collection was performed using semi-structured interviews. The first step was to determine the meaning units. The coding was performed, then, the units were classified based on similarities and sub-classes were formed. After that, and combined classes and the main themes were extracted.
Twelve students participated in this study. After aalysing the findings, the main themes were extracted. There are some classes included types of assessment, professional experience of the trainer, and assessment tools to evaluate the physical and psychological environment.
Effective evaluation process is a concept that should be considered. Proper planning to reform the evaluation process for achieving the learning outcomes and empower nursing students is essential.

Medical universities have the important task of educating professional human resources. Familiarizing students with the university environment seems to be necessary to achieve a basic level of attitude and skills. Students entering the clinical externship course face difficulties such asunfamiliarity with hospital environment. Therefore, the student committee of Educational Development Center of Shahid Sadoughi University of Medical Sciences and Yazd Standing Committee Of Medical Education (SCOME, IMSA- Yazd) designed and performed the study “We and Externship ” to make externs be familiar with the clinical environment.
The workshops took place in Shahid Sadoughi of Yazd hospital, in January 2014 and 2015. 4 interns (6th and 7th year medical students) explained the specifiedtopics . At the beginning and the end of the session, pretest and posttest were distributed among the participants. The satisfaction level was assessed at the end of the session.
65 (72.2%) out of 90 participants answered the questionnaires. The mean scores of pretest and posttest were 8.29± 3.28 and 15.59± 3.53, respectively. The presented topics resolved the educational need of 49 (73.3%) students. 31 students (47.7%) felt prepared to enter externship course after this workshop. 61 students (93.8%) said their information about this course has increased and for 57 students (88.7%) the topics of workshops were practical.
Familiarizing externs to the hospital environment and the rules of each wards in the hospital before the clinical course is necessary and it is suggested to put this externship course in the curriculum and the topics are taught by interns.

Professional ethics is defined as values, principles and norms governing the conduct of profession. Specific liabilities are required for each specific job. Due to the sensitivity of midwifery in health promotion, the present study aimed to determine the relationship between teachers professional ethics of teaching and midwifery students self- efficacy in the School of Nursing- Midwifery, Yazd.
A cross-sectional descriptive study has been carried out in 2015. All undergraduate midwifery students in semester 3 and above answered Scherrer questionnaire of professional ethics and self-efficacy. the validity and reliability of the questionnaires have previously been approved. Descriptive and analytical statistics were analyzed using SPSS V.18.
The mean and standard deviation of efficacy of midwifery students was 55.1± 26.09 and teachers’ professional ethics of teaching 82.61± 44.8. The relationship between these two variables with the Pearson correlation coefficient was (r=0.321 P= 0.001). The regression formula for linear relationship between two variables, efficacy and ethics of the profession showed Y=93.68 0.321 X. Increasing teachers professional ethics, midwifery students self-efficacy also increased (P=0.001). A significant relationship is found between the students’ self-efficacy and teachers’ personality traits(P=0.001) , mastery over the course content (P=0.049) and methodology of teaching (P=0.034) as well as observing the educational rules (P=0.030).
Regarding the relationship between the teachers’ professional ethics of teaching and students’ self-efficacy it is essential for teachers, planners and educators to consider components of professional ethics.

Motivation is one of the effective factors on learning English. The aim of this research is to study the effectiveness of using motivational strategies on motivation of students in learning English.
This study had quasi-experimental design. The sample included of 59 students (50 girls and 9 boys) from University of Social Welfare and Rehabilitation Sciences¡ who took the general English unit. During 14 sessions¡ the teacher applied motivational strategies. The motivation questionnaire was used for pre-test and post-test.
The results showed that using motivational strategies by teacher in the English classroom enhanced the motivation of students  )P Using motivational strategies by teachers in English classrooms could increase the motivation of students for learning English.