مجله ایرانی آموزش در علوم پزشکی
سال بیستم شماره 1 (پیاپی 83، آبان 1399)

Departments are the major sub-system of university and quality improvement of the universities rides on the quality improvement of the departments. The researchers developed, implemented, and evaluated the appropriate components based on the results of self-assessment and external evaluation of institutional accreditation.

In a case study on 32 departments of Medical Schools, based on accreditation standards, department promotion components were identified. The components were prioritized in terms of importance, measurability and viability with proper scale and weighted by the experts with a focus group. The componentschr('39') validity was determined by the expert opinion and implemented in the departments after training. A valid and reliable instrument was developed for monitoring and evaluating the fulfillment of the components.

The components of improvement in the department performance including formulation and implementation of the operational plan, website, training areas, faculty memberschr('39') viewpoints about the department leader, faculty management viewpoints on department accountability, along with a gudline for measuring these components were reached. The mean of the components was 79%. The lowest achievement was related to the component of school participation in the activities of the department and timely presentation of the operational plan (72%) as well as the achievement highest was observance of clinical education standards (92%).

Promotion of website, operational plan, areas of education, increased faculty participation, increased order in the formation of department councils, and increased department accountability were the main results of this study. Evaluation of the department was done on the basis of the realization of the interventions as a chief factor for promoting the executive guarantee. Due to the continuous follow-up and direct supervision of the Faculty Board, the results revealed that the components were in a favorable condition.

Professional ethics is one of the key issues in the field of treatment and its observance can be the main factor for satisfaction and trust of the medical staff. This study endeavored to investigate the relationship between Islamic spirituality and spiritual health and professional ethics among Internal residents of Universities of Medical Sciences in Tehran.

This study is quantitative descriptive-survey. The population consisted of all Internal residents of Universities of Medical Sciences in Tehran who were selected by cluster sampling method. Data were collected using three researcher-made questionnaires. Their face validity was confirmed. And their reliability was calculated through Cronbachchr('39')s alpha coefficient. Pearson correlation test and structural equations were used for data analysis and PLS software.

The results showed that there is a significant relationship (P=0/001) between Islamic spirituality and spiritual health (β = 0.54), between Islamic spirituality and professional ethics (β = 0.25) as well as between Islamic spirituality and professional ethics with mediating role of spiritual health (β = 0.58).

Considering the findings of this study and the positive and significant relationship between Islamic spirituality and spiritual health with professional ethics, to expand and strengthen professional ethics it is recommended to consider the values of spiritual aspects and principles in medical science curricula.

The community pharmacy internship course is a key component to provide the required knowledge and skills for community pharmacy practices, which is an important field of practice for graduate pharmacists in Iran. In view of this, this study endeavored to explore and analyze pharmacy studentschr('39') experiences in different arenas of community pharmacy internship program.

This cross-sectional descriptive, analytical study was conducted among 90 pharmacy students of Isfahan university of medical sciences during 2017-2018. Census sampling was used to include students who successfully passed pharmacy internship course in the first time, during the last year. Students who did not completed questionnaire were excluded from the study. Questionnaire research tool was designed by researcher with using Carrido’s study questionnaire and applied after confirmation of its validity and reliability. Data were analyzed with independent sample t-test, one sample t-test, Chi-square test and Pearson and Spearman correlation coefficient.

All students responded to the questionnaire which revealed they experienced high level of satisfaction (90.5 from 100) during pharmacy internship course. However, participation in some internship activities such as extemporaneous compounding of prescriptions, filling, compounding and pricing of prescriptions, recording of entries in prescription or other required record books and inventory of drugs were significantly lower than the expected mean level (P < 0.001). Moreover, independent sample t-test revealed that the mean scores of knowledge (P = 0.002), skills (P = 0.02) and level of satisfaction (P = 0.001) were significantly higher in male pharmacy students than female.

Nonetheless, students revealed the overall positive perception during pharmacy internship, but some barriers and problems reported during the study require more attention to promote the quality of this course.

Pharmacy training is one of the important courses in pharmacy education, its practical parts are trained in educational pharmacies and some parts are taught theoretically. Due to some problems in teaching theoretical parts such as lack of students’ interests, virtual education is employed in this study to compare the possible effect of face-to-face and virtual education on Kerman pharmacy students’ marks in a pharmacy training course.

This study was conducted on 191 pharmacy students in Kerman University of Medical Sciences in the academic years 2017 and 2018 using availability sampling. In the academic year 2017, students who were defined as control group (n=106), taught by lecture method in conventional classroom with practical sessions at pharmacy. In the academic year 2018, the students of experimental group (n=85) were taught through the virtual education using a Learning Management system (Navid) and then practiced at pharmacy like the control group. Independent t and chi-square tests were employed to analyze the gathered data.

The mean score of the experimental group in final exam (14.35±4.42) was significantly higher than of the control group (13.16±3.18) (t=2.097, p=0.038). Using Chi-square test, no statistically significant difference was found in term of male or female participants between the two groups (p=0.151, df=2, X2=3.78). Seventy-three students from the experiment group (85.9%) were tended to be educated by virtual education method in the pharmacy training course.

Virtual education can be considered as a complementary method alongside with traditional-classroom-based teaching. Given the availability of a suitable platform through the Virtual Medical University and students’ satisfaction, blended- pharmacy training course is recommended.

Expectancy-Value-Cost Model represents three important components for predicting academic motivation. This study endeavored to explore the validity and reliability of the Expectancy-Value-Cost scale among the collegiate students.

As a descriptive-correlational study and to validate the questionnaire using Krejcie and Morganchr('39')s Table, 328 students of Hamedan University of Medical Sciences and Bu-Ali Sina University in the academic year of 2018 were selected through cluster random sampling. After translating the Expectancy-Value-Cost (EVC) Scale of Kosovich et al. to Persian, it was presented to students as a 10-item questionnaire. The gathered data were analyzed through exploratory and confirmatory factor analysis, content validity, internal consistency, and split-half reliability coefficient.

Exploratory factor analysis extracted positive motivation and cost as the two major components of the scale. Moreover, the results of confirmatory factor analysis confirmed the construction. The content validity was 0.79 based on the CVI index. To examine the reliability of the scale, the Cronbachchr('39')s alpha value for each of the factors was 0.79 and 0.76, respectively. The split-half reliability coefficient was computed 0.76.

Findings revealed that the student Expectancy-Value-Cost scale has good validity and reliability. Therefore, this instruments seems to be applicable for the future studies.

Academic adjustment which involves constructive adaptation of students to academic challenges, can improve academic and psychological empowerment. Given the importance of academic adjustment in studentschr('39') academic life; this study endeavors to examine the reliability and validity of the academic adjustment scale in Ahvaz Jundishapur University of Medical Sciences in the academic year 2019.

in this descriptive psychometric study, 250 students from Ahvaz Jundishapur University of Medical Sciences were selected using Voluntary sampling method. The selected students were solicited through the Anderson et al. Academic Adjustment Scale and Fredericks et al. Academic Engagement Scale. While the reliability of the scales was computed through Cronbachchr('39')s alpha, their convergent validity and construct validity were computed through Pearson correlation coefficient, and confirmatory factor analysis, respectively.

Confirmatory factor analysis demonstrated that the ratio χ2/df is 2.13 for three factor structure and fit indexes of model (RMSEA= 0.068, TLI=0.949, NFI=0.944, CFI=0.969, AGFI= 0.928, GFI=0.966). Internal consistency of MFQ-9 were satisfactory. Reliability according to Cronbachchr('39')s alpha coefficient for Academic Adjustment Scale was reported 0.80 (Academic lifestyle= 0.70, Academic Achievement= 0.77, Academic motivation= 0.76). There was also a positive and significant correlation between academic adjustment and academic engagement (P>0.01) and concurrent validity is confirmed.

According to the results, the Academic Adjustment Scale is a reliable instrument with valid psychometric properties to measure academic adjustment in Iranian higher education contexts.

Spiritual health is one of the four dimensions of health and it is a way to deal with stress during education. Considering the effect of cultural and geographical factors on both the spiritual health and educational achievement study was done to investigate the relationship between spiritual health and academic achievement of students of Bushehr University of Medical Sciences in the academic year 2018.

This study is a descriptive-analytical and cross Population was 2100 students of Bushehr University of Medical Sciences and the sample size was 330 and they were selected from the fields of medicine, dentistry, paramedical, nursing and health by simple random method.For collection of data, a form of information including demographic variables was used. A self-regulatory in learning and spiritual well-being scale (SWBS) questionnaire was employed. Kruskal-Wallis and Mann-Whitney tests were used to analyze the data.

The mean spirituality well-being score was 81.27 ± 17.43, of 120 which 82.4% of the subjects had a moderate score (41-99). Spiritual health and age (P=./0001), academic years (P=./005) gender (P=./0001), place of residence (P=./008) and fatherchr('39')s education(P=./012) were among the significant relationships. The mean self-regulation score for learning was 94.91 ± 13.61. There was also a positive and significant correlation between spiritual health and self-regulation in learning (r=./22 , p=./001)

Considering the role of spiritual health in positivism, creating relaxation and helping to improve individual performance, it seems that spiritual health needs to be introduced in educational and cultural planning, especially in the field of practice.

Medical education programs should be designed in such a way as to provide a platform for students to acquire skills and clinical skills. The present study sought to develop Medical Instructional Design Model Based on Virtual Reality and its internal validation.

The present study was performed using qualitative content analysis method. 170 units were selected from the database documents to collect data by targeted sampling method. Also, 27 professors and students were interviewed by targeted sampling method. For data analysis, Mayring content analysis method was used and for internal validation of the model by survey method and using a researcher-made checklist, the opinion of the participating experts was obtained.

By reviewing articles and analyzing interview themes, the Medical Instructional Design was extracted, which has five main components, which are: 1. The analysis component includes determining educational needs, determining learnerschr('39') characteristics, determining virtual reality features, and determining the type of content suitable for presentation via virtual reality. 2- Design component includes determining general goals, determining the amount of immersion, determining training strategies, determining the level of reality, determining the content. 3- Component of production and production includes: scenario design, user interface design, content design, virtual reality world modeling, platform preparation Form 4-Support and implementation include training implementation, integration of virtual education system in the training program, support 5- Evaluation component including formative evaluation, compression evaluation, ease of use evaluation.

For designing Medical Instructional Design Model Based on Virtual Reality, the components of analysis, design, preparation and production, support, implementation and evaluation should be considered. It is suggested that in addition to the application of virtual reality in medical education, the design process of medical education should be determined according to the current research model.

One of the basic skills in clinical nursing education is measuring and recording vital signs. Due to the fact that less research has been done on measuring studentschr('39') ability to perform this skill in internships, this study is designed and conducted to assess the ability of final year undergraduate nursing students to measure and record vital signs Performed using the Direct Observation of Procedural Skill (DOPS).

This study was a descriptive study. The study population consisted of all 8th semester nursing students (52 people). Data collection instrument was a researcher-made checklist for the DOPS)Direct Observation of Procedural Skill(test and the data gathering method was observation. The research context included all internal-surgical wards of the selected educational hospitals where the internship took place. The data of this study were analyzed using descriptive statistics.

The skill level of vital signs measuring in more than half of the students(55.77 %)was at the undesirable level.; 42.3% of students measured and recorded vital signs at the desired level. 7.7 percent of students assessed the patient in terms of factors affecting pulse and blood pressure before measuring vital signs. About one-third of students (28.88%) did not make a record of vital signs or make record with mistake.

Seeing as the results of the study indicated serious problems for students in the skill of measuring vital signs, clinical nursing instructors, especially educational nursing managers, need to plan and take action to identify the causes and factors associated with this problem.

Bullying is a form of interpersonal aggressive behavior that may lead to alarming growth . Nursing students entering clinical practice are at risk of injury and bullying, which can have unpleasant consequences. This study endeavored to identify the frequency, type, source of bullying, method of report, and the undesirable effect of bullying on students.

This descriptive study was performed on 193 of third and fourth year nursing students of Medical Sciences Universities of Yazd, Iran, who experienced the clinical setting. Sampling was done through stratified random sampling. Data collection instruments were questionnaires of demographic characteristics and Clark et al.chr('39')s bullying behaviors. Data were analyzed both descriptively and inferentially.

According to the findings, 61.85% (n=118) of the participants experienced bullying, of which 32% (n=769) were bullied by the clinical instructor and 24.8% (n=597) by the nurse and 16.72% (n = 402) by the patient and family. The most bullying behaviors (15.93%, n = 383) were frozen out, ignored and excluded. 10.9% (n=21) decided to leave the field due to bullying. 67.9% (n=131) did not report bullying behavior, of which 36.8% (n=55) expressed that the reason was fear of poor evaluation.

The results indicated that more than half of nursing students are exposed to a variety of bullying behaviors that are often performed by a clinical instructor and are not reported for fear of poor evaluation which can be a factor of intentions to leave the nursing program. Therefore, clinical educational authorities should teach nursing students some ways to prevent bullying and how to react to such behaviors and appropriate measures should be taken into account to improve clinical learning contexts.

Evaluation is an integral part of educational programs and undoubtedly conducting an appropriate evaluation for the clinical courses of the medical and dental students, who have the burden of training professional experts, can improve the quality of education. The study endeavors to examine the evaluations of clinical general dentistry courses from Shahid Beheshti University studentschr('39') view in the academic years2017-2018.

This descriptive-analytic study was carried out on all 10th and 11th semester students (totally 50 persons) of Shahid Beheshti dental school. The data-gathering tool was a self-made questionnaire and its collection method was fieldwork. After designing the three-option Likert questionnaire in three areas, its validity and reliability were confirmed and calculated. After collecting the questionnaires analytic tests of one-way ANOVA, Tukey and Kruskal-Wallis test, was done.

From the perspective of the target group, the OSCE evaluation method was intermediate to weak (0. 69 ± 0. 44), the method of evaluating course requirements was intermediate (0. 99 ± 0. 50) and the general quality of evaluation methods for clinical courses was moderate (1. 20 ± 0. 32). However, dissatisfaction in some cases, such as feedback, the appropriateness of the OSCE evaluation method for assessing clinical dentistry skills, and the use of similar benchmarks for scoring by faculty members was seen among the students.

According to the studentschr('39') viewpoint, which evaluated the overall evaluations of clinical courses as intermediate in general, it can be concluded that the methods for evaluating clinical courses and the quality of clinical assessments at Shahid Beheshti dentistry faculty needs to be revised.

Academic buoyancy as one of the positive psychological structures can be affected by family and psychological factors. Family flexibility among the family factors and mindfulness and critical thinking among the psychological factors affect academic buoyancy. Thus, this study endeavors to explore the academic buoyancy on the basis of family flexibility and mindfulness mediated by critical thinking.

This study was a correlation regression analysis. In this study, 400 students who were randomly from Kerman University of Medical Sciences by multi-stage cluster sampling responded to questionnaires about family flexibility, mindfulness, critical thinking and academic buoyancy. Then, the data were analyzed by Pearson correlation coefficient and multiple regression according to Baron and Kennychr('39')s steps.

The results of multiple regression analysis according to Baron and Kennychr('39')s steps revealed that the family flexibility (β = 0/20, P > 0/02) and mindfulness (β = 0/26, P > 0/003) are positive predictors of academic buoyancy. On the other hand, family flexibility (β = 0/47, P > 0/001) and mindfulness (β = 0/27, P > 0/001) predict critical thinking positively and meaningfully. Moreover, the findings showed that critical thinking predicts academic buoyancy positively (β = 0/36, P > 0/001). Finally, the results suggested that critical thinking plays a mediating role in the relationship between family flexibility and mindfulness with academic buoyancy.

Family flexibility and mindfulness with increased critical thinking provide academic buoyancy for students and their exposure to academic stressors.

Regarding the importance of journal club in improving the quality of education, improving critical thinking and learning, and applying for evidence-based medicine, the first step for improving the quality of journal club is to assess the current situation and identify the gap with standards. This study endeavored to evaluate the quality of journal club meetings from the viewpoints of professors and postgraduate students of physical therapy department.

In this descriptive cross-sectional study, the sample consisted of 40 faculty members and post-graduate students attending the sessions. Data collection was accomplished using the Journal Club Quality Assessment Questionnaire, which included 25 items in 7 domains for assessing skills such as searching articles, understanding and appraising articles, power point preparation, presentation, study habits, improving in treatmentchr('39')s interventions, and overall effect of journal club meetings. Data were analyzed through Excel 2013 and descriptive statistics including frequency table.

In the searching articles, understanding and appraising articles, power point preparation, presentation, study habits, improving in treatmentchr('39')s interventions and overall effect of journal club items, 65.8%, 72.6%, 63.3%, 79.4%, 88.9%, 76.7% and 86.7% of the participants, respectively, reported good to excellent quality of journal club.

Considering the good satisfaction of such meetings, it is recommended to conduct these meetings in other faculties of rehabilitation sciences and related fields with proper need assessment and planning.

Competency-based education seeks to bridge the gap between the labor market and the academic education system. Due to the problems of graduates of this field in the professional contexts, this study endeavored to up to date the curriculum of the field based on the expected job qualifications of the health system.

This qualitative and applied study with the focus-group discussion method was conducted in the Faculty of Management and Medical Education of Shahid Beheshti University of Medical Sciences in the academic year 2019. To discuss the group, 13 faculty members and experts, graduates as well as two hospital managers were selected to identify the differences between academic learning and the professional requirements, and then to evaluate the content and topics of the Master of Health Services Management course. At the end of the groupchr('39')s consensus, notes were taken on the agreed results.

 The data analysis revealed that the essential competencies are like this: leadership, effective teamwork, problem-solving, system thinking, and quality improvement. Changes were suggested in the content of existing courses, like working abilities with STATA software, expertise to design solutions by systems thinking methodologies, awareness of the ultimate challenges of the decisions without supporting evidence, and capacity to compare and criticize strategic planning process and outcomes.

Findings revealed that modifications to current courseschr('39') content were suggested by adding new curriculum approaches to cover the required skill set. Given changes in the formal curriculum is a time-consuming process, transforming the content of existing courses is recommended.

Planning and implementation of effective empowerment programs and using appropriate educational methods are prerequisites for empowering teachers of medical colleges. Identification of their learning styles and presentation of training courses according to them seem to be important. This study endeavored to identify the learning styles of faculty members based on Kolb theory at Mashhad University of Medical Sciences in the academic year 2018.

This was descriptive-cross sectional research. The population was 138 teachers of Mashhad University of Medical Sciences that were teaching during the 2018-2019 and were included in level one of empowerment course for educational intents. Based on the universal sampling, the population was selected as the sample. The data collection instrument was Kolbchr('39')s learning style inventory V.3.1. Data were analyzed through descriptive statistics and Chi-square and Kruskal-Wallis statistical tests.

The participation rate of teachers were 77.5%. The teacherschr('39') learning styles in order of their prevalence included: 58 assimilating (59.8%), 27 converging (27.8%), 9 diverging (9.3%), 3 accommodating (3.1%). It is not found any significant relationship between dominant learning styles (assimilating and converging) and demographic variables. There was no significant difference between learning styles in basic and clinical teachers as well.

Due to the dominant learning style, it is suggested that in empowerment courses, more lecture teaching methods, visual methods and self-study methods with reading materials be used. It should be taken into account that there will be different learning styles in the courses, each of which requires a specific teaching method. Due to the multiplicity of learning styles, various teaching methods need to be employed.

The rapid expansion of nursing education in recent decades has raised concerns about the quality of education, competency of graduates and nursing professional growth. Comparative studies are one of the strategies to improve the quality and validation of educational systems. This study endevored to compare the PhD curriculum in nursing in Iran and the School of Nursing, University of Toronto, Canada.

This descriptive-comparative study was done in the academic year 2019 through an overview of the literature, components of nursing doctoral curricula in Iran and Toronto universities by seeking the relevant online resources with Persian and English keywords "PhD in Nursing", "Nursing Education" and "curriculum". Beredy model was used for comparative comparison.

The PhD curriculum in Nursing at the Universities of Iran and the University of Toronto has focused on the professional values, promoting community health, social justice, innovation and student-centeredness; though, in the Iranian Nursing PhD curriculum, the focus has been on Islamic values and scientific development, and in Toronto, with a transnational perspective, emphasis has been placed on cultural values and the ability of international leadership. In the Iranian curriculum, unlike Toronto, most of the content of the courses is theoretical in nature, and there is no clear relationship between the courses and the health needs of the community and studentschr('39') needs and abilities. Contrary to the strict policy of publishing an article from a doctoral dissertation in Iran, this is not the case in University of Toronto.

Findings revealed that the doctoral curriculum in nursing in Iran has not addressed the health needs of society effectively, and lack of transnational perspective has reduced the ability of graduates to lead and participate in global health and international research. These conditions make the necessity of reviewing educational programs and contents as well as amending the relevant laws inevitable.

Today, is the era of knowledge, data, and different sciences relying on knowledge and research have continued their growth. This way, research and the method of research reading and application in clinical setting have been particular importance. This study endeavored to provide a useful and interactive way to hold meetings in addition to reviewing studies related to the Journal Club focusing on science dealing with the patientchr('39')s bedside such as medical sciences and psychology.

In this narrative review study the keyword journal club in conjunction with history, presentation, psychology, clinical psychology, and clinical research have been searched in Google scholar, Pubmed, SID, Ensani, Irandoc, Civilica, Magiran, Noormagz data bases in the years 2000-2019.

The preliminary search resulted in 284 articles. After removing repetitive articles, we reached 143 articles and after reading title and abstract and considering the including and excluding criteria, 29 articles were included in the study. The results were obtained in three main themes which are necessity, goals, and presentation. Goals as the major theme included five subthemes and presentation theme included two subthemes.

According to the results of the reviewed studies for holding journal club, which could be the turning point of knowledge and experience, principles and rules need to be followed. According to these principles this study presented a five-step model including Preliminary, Exploration, Validation, Selection, Presentation and Supplementary steps for journal club meetings.

Simulation-based learning has been an effective and safe tool for learning and practicing skills. Therefore, this study was designed to explore the satisfaction of residents and nurses from workshops held by simulation in Hazrat Ali Asghar (AS) Childrenchr('39')s Hospital in Tehran in the academic years 2019-2020.

This descriptive cross-sectional study was performed on 157 pediatric, emergency residents and nurses of Ali Asghar Hospital.Participants were selected through counting method. The instrument was a questionnaire designed by researchers that was used after validation and reliability. Statistical analysis of information was performed using descriptive statistics.

Pediatric, emergency assistants and nurses experienced 90% and 95% satisfaction, respectively, in relation to various aspects of teacher satisfaction and performance from a total of seven workshops held. The number of female participants (83%) was higher than men. Besides, there was no significant relationship between demographic characteristics of individuals and their satisfaction (P=0/06).

On the other hand, the assistants and nurses were highly satisfied with the performance of the workshops and the content of the workshops and the performance of the instructors. Therefore, holding workshops through simulated training methods is recommended to enhance learning and improve the performance of assistants and nurses during the study.

The internationalization of higher education has become an important issue. The present study sought to extract the criteria for attracting international students to Iran University of Medical Sciences.

This research was conducted using survey sampling method in 2019. The population of the study consisted of the university faculty members in the Iran University of Medical Sciences. The data was collected through email, a 4-part researcher-made questionnaire, and survey meetings. Descriptive statistics including frequency, percentage and mean were used to present the results.

The response rate was 51.00% and finally, 92 faculty members from the Iran University of Medical Sciences participated in the study. The minimum criteria for attracting international students in different educational levels were extracted which included the scientific, educational and general areas. All of the faculty members (100%) showed their willingness for attracting international students and benefiting their presence in the university, and 80 faculty members (86.90%) believed that international students need to be educated about the Iranian religion and culture.

The present study identified the minimum criteria for attracting international students from the viewpoint of the faculty members of the Iran University of Medical Sciences. This, together with the corrections required by different medical groups, can be used as a comprehensive and standard regulation in order to attract international students at different levels of education to the countrychr('39')s medical universities.

Academic engagement is one of the key factors related to the academic achievement of students, which is considered as a significant research issue in higher education. Academic engagement focuses on the internal commitment and active involvement of students in access to learning. This study endeavored to explore the relationship between academic engagement and achievement among nursing students of Ilam University of Medical Sciences.

This cross-sectional descriptive was conducted in school of nursing in Ilam University of Medical Sciences. The population was all nursing students in 2018 (140 students) who completed and returned 116 questionnaires. The data collection instrument was a questionnaire taken from an external questionnaire including 14 questions in three dimensions of Vigor, Dedication, and Absorption. Besides, a researcher-made questionnaire was developed to measure studentschr('39') academic achievement. Data was analyzed using descriptive statistics and correlation tests of Spearman, Manwitney and Kroskalwalis.

Among the dimensions of academic engagement, the dimension of Dedication (2.32±0.88) and Vigor (2.22±0.87) had the highest and lowest mean and standard deviation, respectively. There was no significant correlation between academic engagement and studentschr('39') academic achievement (r=0.096). There was a significant relationship between gender with academic achievement and engagement and the years spent studying with studentschr('39') academic involvement P <0.05).

There was no significant correlation between the dimensions of academic engagement and Grad Point Average and the rate of academic engagement in female students was higher and decreased with age and increased the length (years) of study. It is suggested that interesting and varied methods need to be used for teaching and learning students. Similarly, holding training courses for professors to gain more skills in motivational management of students and learning attractive and effective teaching methods seems to be needed to promote studentschr('39') academic engagement.

Disciplines are areas of knowledge boundaries which are formed through the connections between philosophical assumptions and fundamental theories and this forms the artificial boundaries to acquire knowledge of natural phenomena. This study endeavored to elaborate on the nature of scientific discipline by reviewing the definitions of discipline in current scientific literature, and propose a multi-layered model.

In this study Carnwell and Dalychr('39')s critical review strategy was employed to synthesize a theoretical model. Keyword about the topic of the study was searched in the related databases as Google Scholar, Eric and PubMed Central until 2018. The keywords are scientific discipline, knowledge domains, scientific domains, discipline boundaries

A multi-layered model was reached by reviewing, synthesizing, and generalizing diversified views and descriptions presented by discipline. This model consists of 13 main layers and 37 sub-layers. Each of these layers could represent one of the areas of scientific discipline.

Understanding the components of discipline can set the scene for elaborating the process of creating scientific disciplines and provides a useful framework in order to evaluate and develop interdisciplinary aspects.

In the scientific literature, each author has considered "educational equity” from a different perspective and some of its specifications and indices. These indices need to be carefully examined. In this study, the initial aim was to review scientific texts and different perspectives on "educational equity" in higher education to facilitate prioritize measures that enable taking operational steps toward "educational equity."

This study was conducted through Synthesis of Quantitative Literature (classified as a synthesis research). Therefore, based on the gathered scientific literature, necessary activities for reaching “educational equity” were introduced using the content analysis method and extracting, coding, and categorizing the items.

The required steps for moving towards “educational equity” were categorized as follows: Steps before entering higher education (including 5 basic subsets), institutional actions and interventions (four subsets), and national actions and interventions (four subsets).

In order to achieve equity in higher education, while considering the initial and institutional measures, additional measures need to be taken to achieve "educational equity". These include measures that should be considered at the national level to anticipate the needs of the "labor market" by adopting appropriate policies, so that graduates can apply their skills in the community.

Burnout is prevalent in several physicians that may undermine the progress nad performance of physicians, reduced accessibility of patients to physicians, and patients’ safety. This study endeavored to determine burnout, anxiety, and depression in the specialists and attending physicians of one of the educational hospitals of Tehran University of Medical Sciences.

This cross-sectional study conducted in the academic year 2018. One-hundred twenty-three physicians filled the Malach Burnout Inventory (MBI) questionnaire, Hospital Anxiety, and Depression Survey (HADS) questionnaires.

Forty-four physicians (35.8%) had some levels of burnout. Severe Emotional Exhaustion (EE) was seen in 18 physicians (14.6%). Likewise, severe Depersonalization (DP) in 12 physicians (9.8%), and severe dysfunction in Personal Accomplishment (PA) were seen in 33 physicians (26.8%). Four physicians (3%) had an abnormal level of anxiety, and 32 subjects (26%) were in the borderline zone. Four (3.2%) had abnormal depression, and 12 subjects (9.8%) had a borderline depression. There was a significant relationship between attending teacher type (i.e., educational, research, or treatment) and dysfunction of personal accomplishment (X2 = 12.24, p = 0.02). Moreover, anxiety was higher in non-married physicians (p = 0.046); anxiety was higher in part-time physicians as well (p = 0.03).

Findings revealed that burnout is an essential issue in attending physicians of educational hospitals. Identifying and managing burnout and its adverse effects could eliminate further health complications for the physicians and under-treating patients.

 The quality of education and well-being of students who are responsible for promoting the health of the community seems to be important. This study endeavored to analyze the possible mediating role of lifelong learning approach in the relationship between learning styles and academic well-being in medical students in Hamadan, Iran.

 To conduct this descriptive-correlational study the sample of 225 students was selected from among the population were 2500 undergraduate students of the Faculty of Health, Hamadan University of Medical Sciences through stratified random sampling using Cochranchr('39')s formula. The were Yousefi Afrashteh Iranian Lifelong Learning Scale, Study Approaches and Skills Questionnaire for Students of Tit and Petrinen Academic Well-being Questionnaire. To analyze the data Pearson correlation was computed through path analysis Lisrel-8.88

 The results revealed that the well-being correlation coefficient with the deep approach was 0.51, with the superficial approach was -0.28 and the strategic approach was 0.29. The correlation of the lifelong learning approach with the deep approach was 0.64, with the superficial approach was -0.17, the strategic approach was -0.12. The results of path analysis revealed that lifelong learning and learning styles variables are effective in predicting academic well-being.

 The findings indicated the relationship between lifelong learning approach and learning styles with studentschr('39') academic well-being. This way, it is suggested that policy makers and curriculum planners provide rich opportunities for the development of these competencies in medical students by presenting educational programs and developing useful strategies.

Numerous studies have shown that the prevalence of depression is high among Iranian students and therefore it is necessary to try to reduce it through different methods. This study endeavored to examine and comparing the effectiveness of psychological capital training and behavioral activation therapy on depression among female students of University of Isfahan dormitories in the second semester of the academic years 2018-2019.

The research design was quasi-experimental, pre-test and post-test with control group. Beck Depression Inventory (1961) was used to measure depression. The population included female students of dormitories of University of Isfahan in the second semester of the academic years 2018-2019. The sample size was 45 students who were selected by purposive sampling. Initially, the pre-test was conducted on 45 volunteers. They were then randomly assigned to experimental groups 1 and 2 and control group. Then, the two experimental groups received behavioral activation therapy and psychological capital training, respectively, but the control group not received intervention. After the intervention, post-test was administered for the three groups. Data were analyzed through covariance analysis.

The results showed significant difference between the post-test depression scores of the groups (P=0.002, F=7.73); paired comparisons showed that both psychological capital training (7.46±2.28) and as compared to the control group, behavioral activation therapy (7.82±2.27) reduced depression significantly (15.50±2.38) (P= 0.002, -8.14 and P=0.002,-7.78, respectively), but the two intervention groups did not differ significantly in depression scores.

Both behavioral activation therapy and psychological capital training reduced depression. Therefore, both types of interventions can be used to reduce dormitory studentschr('39') depression.

National Board exam is one of the important ways of assessment throughout a physician’s life span. This exam could be considered as the major director for acquiring knowledge during the residency educational program. This way, it should be in the way of social accountability and the medical problems which they would be faced with. This study evaluates the budgeting and quality of the National board exam in the adult cancer.

In a descriptive study, the questions within the national board exams in adult cancer specialty in the academic years 1395 and 1396 as well as the same exams in hematology and oncology sub-specialty between the academic years 1392 and 1396 were analyzed. The sampling method was convenience sampling. Budgeting regarding the distribution and Bloom’s taxonomy was evaluated. We considered the questions in three Bloom’s level, namely, recall (first), application and analysis (second), and composition and evaluation (third). Frequencies and respective frequencies were calculated and reported.

 Most of the questions in hematology and adult cancer board exams were in the first and second Bloom’s level. However, in endocrinology sub-category of questions, the third level was dominant. Palliative care and cancer complications had no place in the board examinations.

 Despite our expectation in terms of being at the higher levels, most of the questions were in the first and occasionally in the second level of Blume’s taxonomy. Therefore, it is highly recommended that questions are aimed at the higher levels, particularly in the area of diagnosis and treatment. It is also recommended that faculty members should be trained to develop questions at higher levels of cognition.

Parallel with the advancement of technology, the tendency to use integrated circuits such as the flipped classroom has increased. The efficacy of a reversed class integration method and position simulation in medical studentschr('39') education was evaluated in this study.

This interventional study was performed on 120 general medical students from March to September in the women ward of Imam Reza Hospital in Mashhad after obtaining informed consent. The participants were pre-tested. The students in the intervention group viewed the educational content in the form of a film and after a week participated in a classroom simulation of a related topic. In the control group, the class was formed by the traditional teaching method and in the form of a master lecture. Finally, one week after presentation, a post-test (in the form of position simulation and to measure four levels of Bloomchr('39')s cognitive levels) was done. Final assessment was done by comparing pre-test and post-test scores with paired t-test.

The mean difference between pre-test and post-test scores in the combined method group in four levels of knowledge, understanding, application and analysis respectively (8/46±1/6, 5/10±1/4, 5/86±1/2, 8/86±0/9) and in the traditional teaching group (1/2±95/4, 5/1±35/3,2/91±1/1, 5/86±1/8). According to p<0.001 in all cases, there was a significant difference in the four levels of Bloom between the two teaching methods and showed the greater impact of the combined method on improving scores. Therefore, it is recommended that this method replace the customary teaching in medical tertiary education.

The teaching method (classroom reversal and position simulation) is more effective in enhancing Bloomchr('39')s cognitive levels than the traditional teaching method. Therefore, the current teaching method of medical students could be replaced with this method.

 Researchers and faculty members are faced with the achievement of academic authority in higher education and fulfilling the needs seems indispensable. In this study, attitudes of the faculty memberschr('39') Hamadan University of Medical Sciences (UMSHA) towards the factors of academic authority in a researcher-made questionnaire was solicited. The purpose of this study was to develop and evaluate the psychometric properties of the academic authority questionnaire among faculty members.

 This cross-sectional analytical study was conducted on 205 faculty members of UMSHA in 2018 using multivariable factor analysis. The instrumentation was a 17-item questionnaire of academic authority. All the analyses were at value of p<0.05 was considered statistically significant.

 After completing the questionnaire by the faculty members, factor analysis was conducted to evaluate the effective components of the authority. It is of note that 125 (61%) units were male and 170 (82.8%) had a PhD degree. The mean age of the samples was 43.7 with a standard deviation of ±8.1. The results of validity and reliability test confirmed the content validity and showed acceptable level of internal correlation of questionnaire (CVI≥0.78, Cronbachchr('39')s alpha=0.948). The analysis of the major components with varimax rotation, according to the KMO and the eigenvalues, three factors were extracted which accounted for 71.16% of the total variance.

 Findings showed three important components. Along these lines, according to views of faculty members, to achieve academic authority, the ability to develop sciences, the meager relationship between theory and practice in the professional fields are the major challenges in higher education.

 Assessing educational needs and planning can be a positive step towards improving the quality of midwifery services. This study was conducted to determine the educational needs of midwives in line with responsive midwifery education in Qom, Iran.

 This exploratory mixed-method study consisted of two parts, a qualitative study (content analysis) with the aim of determining educational needs, and a quantitative study (description cross sectional method) with the aim of prioritize educational needs. Initially, the educational needs of midwifery students were determined based on experiences and views of midwives, instructors, and midwifery faculty members. In the same vein, participants were selected by purposeful sampling method. To collect data, a semi-structured questionnaire was used. Educational needs were extracted and categorized through qualitative content analysis. Then, using Delphi technique and relying on the opinions of the faculty members of the midwifery department, educational needs were prioritized. MAXQDA was used to manage data in qualitative section. Data description (mean scores and agreement rate) in quantitative study was conducted manually.

 Thirty nine midwives responded questions in qualitative section. Views of experts were analyzed by content analysis method and categorized in 289 codes, 73 categories, and 13 main categories. In quantitative section, the highest priority (score 5) were devoted to these subjects: requesting and interpreting practical midwifery tests, fetal health assessment, prescription, perinatal care, hemorrhage, preeclampsia, neonatal examination, physiological delivery, client communication, peer communication, patient communication, professional ethics, and patient safety. The expertschr('39') agreement ratio was 84 percent in second round of Delphi.

 Findings of the study revealed that due to various educational needs of midwives, to enable midwifery student to response to social expectations attention to these subjects during student training and holding workshop with supplementary courses are suggested.

 The Master of Public Health (MPH) course in the Iranian health system is known as the training course for managers. The MPH course, is mainly used to empower students in the managerial and analytical skills of the community health system. The this study endeavored to to analyze the needs of the MPH course to launch a course for talented general medical students at Isfahan University of Medical Sciences.

 This need analysis study was conducted through the modified Delphi technique. Initially, the literature was reviewed. During the search phase, curricula of this course were extracted from national (Hamedan, Shiraz, Shahid Beheshti and Tehran) and international (Arizona and Miami) universities where the MPH management course is offered. The results of literatures review were summarized in the focus group session and developed as a questionnaire. The questionnaire was distributed among 25 general practitioners and the gathered data were analyzed through descriptive statistics (frequency).

 The results of the literature review were described and a questionnaire was developed by forming a three-focus-group session. The results of the distribution of the questionnaire among 25 general practitioners and the analysis of its data were like this: Disaster management, crisis management, maternal health, children, the elderly, nutrition and addiction, social determinants of health, community health management, population and aging, health education and health promotion, environmental health education, school health, occupational health and statistics and research methods.

 The results revealed that the selected topics except the dissertation are of importance for more than 70% of the samples.

 The development of different approaches to e-learning at various levels, including higher education, is a reality that advanced and evolving societies face. The shortcomings of pure online e-learning are nowadays leading different educational institutions towards a hybrid educational approach. In this study, this study endeavored to examine one of these experiences in hybrid classrooms and to investigate the possible effect of applying this approach on studentschr('39') academic performance and their satisfaction with this hybrid learning method.

 This research is a quasi-experimental study. The study population of elementary medical students in the second semester was 98-97. A total of 140 people were included in the study by sampling method and were divided into two groups of 70 people in face-to-face education and 70 people in the combined education group. Satisfaction tool was a researcher-made questionnaire and the level of learning was assessed using a four-choice option at the end of the semester. Independent t-test is used to compare the means of the groups.

 The mean and standard deviation of the satisfaction score in the combined group was 72.37±10.04 and the mean satisfaction score in the training group was 66.81 9 9.9. The difference between the two groups was significant (p<0.04, t=3.29). The mean and standard deviation (end-of-semester test score) were 15.73±4.13 in the face-to-face training group and 17.49 08 5.08 in the combined education group and were significantly higher than the face-to-face training group (p<0.02) , t=2/24).

 The findings revealed the level of satisfaction and learning in the hybrid group group was significantly better than the in-person training group.

Success and failure in studying is one of the important concerns of educational systems. This study aimed at designing a model of academic performance based on the academic identity, academic vitality and flourishing in medical students by examining the intermediate role of academic self-efficacy.

This correlation study was done via structural equation modeling. Population include 400 medical students of Kermanshah in first semester of the academic years 2018-2019 that have been selected by the cluster sampling method. To collect data, academic identity, academic vitality, flourishing, and academic self-efficacy questionnaire were used. Data were analyzed by Pearson correlation coefficient.

 The results indicated that successful academic identity, academic vitality, and flourishing are interacting with the intermediate role of academic self-efficacy in explaining the studentschr('39') academic performance are effective. The direct effect of successful academic identity (0.31), academic vitality (0.41) and flourishing (0.34) were significant in estimating studentschr('39') academic performance. Likewise, the results of path analysis indicated the intermediate role of academic self-efficacy in the relationship between successful academic identity, academic vitality, and flourishing with academic performance of students

Regarding the indirect effect of academic self-efficacy on the academic performance, it seems that academic self-efficacy modulates the relationship between successful academic identity, academic vitality, and flourishing with academic performance.

Introduction</strong>: COVID-19 pandemic has affected human life and education.. Higher education has been affected by the pandemic and came up with several measures to address the problems. This review endeavored to pinpoint the strategies of top ranked medical universities to mitigate the unhealthy effect of the COVID-19 pandemic.</em>
Methods</strong>: The top 50 medical universities based on QS World University Rankings for medicine 2020 were selected. The universitieschr('39') websites were scrutinized until June 2020to collect data on education strategies.</em>

</strong> The important strategies considered by top-ranked universities were distance virtual education, modifications in the curriculum and lesson planning as well as evaluation and grading. In addition, revising the policies for student ranking and graduation of students were among the important considerations of top-ranked universities.</em>
Conclusion</strong>: This review indicated that top-ranked universities have made rapid decisions to modify their education and evaluation policies during COVID-19 pandemic. By and large, though the modifications considered by these universities were represented in the websites, the detail of these changes were not mentioned. It is recommended to consider other ways of data gathering by international office of universities to achieve more details on these modifications.</em>

 Along with the comprehensive developments in the field of information and communication technology, educational systems have also faced new demands, one of these demands is to pay attention to virtual education. In so doing, this study endeavored to develop a virtual classroom model for higher education by using the theory of connectivism.

 This qualitative was descriptive-analytical in terms of deductive categorization method. The collection includes 120 articles related to the theory of connectivism and virtual classroom from the academic years 2005 to 2017. Fourteen articles were purposefully selected as the sample and code extraction was started. 22 sub-categories were identified. After reviewing the relationship between them, five general categories were obtained in accordance with sub-categories that are included were nominated.

 The results led to the identification of virtual class components (classroom activities, learning tools, teacher role, educational resources, learning evaluation) as a model based on the theory of connectivism.

 In the proposed model, while using the previous models of the classroom, new features are included in accordance with the 21st century and in the form of connectivism theory, which in turn can enhance the classroom of higher education.

Comparative studies are one of the research methods in reviewing educational programs. This study endeavored to describe, interprete, and compare the criteria for promoting Iranian medical  with selected universities in the world.

This is a descriptive-comparative study that first studied the new regulations for the promotion of faculty members of Iranian universities of medical sciences, then the latest criteria for the promotion of professors in other universities and research conducted in this regard, Searched, translated, and studied by searching the sites of various universities and the Google-scholar, Scupos, Pubmed sites, and the Proquest and Magiran magazines. The four prominent universities in Shanghai International Rankings, including Harvard, Stanford, Will Cornell and John Hopkins, were selected as the research sample. The applied model in this study was a Beredy model that identifies four stages of description, interpretation, proximity, and comparison in comparative studies.

 In the studies, it was determined that the criteria in the selected universities are in the fields of: education, research, skills and innovation, or clinical care, and in some cases program construction. The candidate chooses to upgrade a field. There is also a support criterion consisting of achievement in all specific areas and activities. In Iran, educational, research-technology, scientific-executive and cultural-social training criteria are the main criteria.

The results obtained allow the countrychr('39')s scientific policymakers to develop, revise and modify the criteria for promoting faculty members with a broader vision which in turn set the stage for the ground for the comprehensive promotion of scientific and research education in the country.

Self-compassion, as one of the fundamental concepts of Buddha, is affected by psychological factors. Among the effective psychological factors of self-compassion, meaning of life and coping strategies have prominent status. This study endeavored to predict self-compassion based on the concept of life with the moderator role of coping strategies for stress.

In this study with a correlation regression analysis, 393 students (144 males and 249 females) of Kerman University of Medical Sciences were selected using random multi-stage cluster sampling and responded to the scales of concept of life, coping strategies for stress and self-compassion. Then, the data analysis was done by multiple regressions according to Baron and Kenny stages.

The result revealed that the concept of life is a positive and meaningful predictor of self- compassion. Likewise, it could predict problem-oriented strategy in a positive and meaningful way and emotion-oriented and avoidance-oriented strategies in a negative and meaningful manner. Among the coping strategies, only the problem-oriented strategy has positively predicted the self-compassion. Finally, the results revealed that problem-oriented coping strategy played a mediating role in the relationship between the meaning of life and self-compassion.

Meaning of life with increased problem-oriented strategy provides self-compassion for students and their exposure to academic stressors.

The utility of capabilities of technologies as Virtual Reality (VR) and Virtual Patient Simulators (VPS) has provided rich opportunities in medical education. This study endeavored to solicit the interns and final-year medical residentschr('39') views on the benefits and potential limitations of applying these technologies in training of diagnostic and surgical procedures.

In this qualitative study with a content analysis approach based on purposeful sampling, 100 interns, and final-year residents from Tehran University of Medical Sciences participated in the academic year 2018. Sampling was continued until data saturation was reached. A researcher-made questionnaire with open-end questions was employed to collect related data. The collected data were analyzed through the content analysis method.

The results revealed that the identified benefits generally included increasing educational opportunities, facilitating knowledge transfer, acquisition of experience and skills, technology dynamics, and effective learning. Besides, potential limitations of VPS included program standardization challenges, ethics and professional commitment, content design limitations, the unreliability of artificial diagnostic and surgery processes, cost, and sustainable support constraints. On the other hand, as executive considerations, the direct participation of clinical teams in all processes related to the development, evaluations, and quality assurance of standard programs, as well as receiving continuous feedback from students and finally the need to update programs, have been considered important.

Given the benefits, it seems indispensable to plan to invest, develop, and implement VR-based training assistance programs considering ways to reduce potential constraints. More targeted use of this technology, especially during the COVID-19 epidemic to continuity and dynamism of the learning processes is recommended.

Given the importance of student life stress in nursing as one of the stressful fields, this study was conducted. This study endeavored to determine the relationship between the dimensions of the meaning of education and student life stress with the mediating role of academic resilience in nursing students.

The population of this correlation specifically path analysis consisted of students of Abhar School of Nursing. A sample of 200 students were selected Participants responded to Godzellachr('39')s student stress, Samuel Academic Resilience, the Henderson, King, and Smith Educational Meaning Questionnaires. The research hypotheses were examined through Pearson correlation coefficient and path analysis.

 The results revealed that student life stress correlation coefficient have a significant relationship with the meaning of future education 0.28, learning 0.25, self -0.30, next step 0.30, and stress 0.20. Academic resilience with the dimensions of profession 0.20, learning 0.23, self 0.24, the next step -0.24 and stress -0.16 have a significant relationship with academic resilience. The correlation coefficient between academic resilience and student life stress is -0.33, which is significant at the error level of 0.05.

The results of this study highlighted the studentschr('39') resilience in the sense that students believe in education and the stress of student life should be considered.

Faculty members’ evaluation can improve teaching methods and elucidate didactic objectives. To achieve an enhanced evaluation system at medical schools, improving the assessment instruments seems indispensable. Considering the differences between the value of the criteria from the collegiate studentschr('39') view, this study endeavored to line up and weight the evaluation criteria of faculty members from the viewpoint of dental students at Isfahan Dental School.

This descriptive-analytical cross-sectional study was conducted on after-basic-sciences students of Isfahan Dental School in the academic year 2019. A total of 432 students were enrolled, and their attitudes towards the importance of the propositions of evaluation forms in the professorschr('39') evaluation system were solicited through Likert scale. Shannon entropy method was employed to weight and prioritize in the Excel software. The mean scores of itemschr('39') importance grading was analyzed through non-parametric tests for correlation along with gender, year of entry, and collegiate studentschr('39') scores.

According to the opinions of 393 students, in the practical courses, inclusive justification (0.063) and timely attendance of the teacher in the contexts (0.063) and in theoretical courses, presentation of related practical contents (0.083) and fluency on scientific concepts (0.083) had the highest weight. The criterion of justifying students at the beginning of practical training and in the theoretical courses providing materials in a practical way had the great importance and weight.

The obtained weights for the evaluation propositions based on Shannon entropy related to practical and theoretical courses after confirming the reliability could be applied normally.

Ethical sensitivity is one of the components of the professional competence, which leads medical education institute to pay more attention to achievement of the goal. This study intends to compare the ethical sensitivity of internal medicine residents with that of surgery residents.

The participants were briefed on the goals of the study. Their participation was voluntary and the Data were gathered confidentially.

In this cross-sectional study, questionnaires were distributed among 218 Residents of internal medicine and surgery working in different teaching hospitals of Shahid Behesti University of Medical Sciences (SBMU); 215 residents completed the questionnaire. The participants answered a validated Persian version of Lutzen’s ethical sensitivity questionnaire..

Most residents had a moderate ethical sensitivity and no meaningful difference was found between juniors and seniors, and residents of internal medicine and surgery. If further improvements of ethical sensitivity in residents are intended, a well-planned evidence-based educational intervention is needed.

The existence of numerous and sometimes contradictory studies in the field of problem-based learning and academic achievement emphasizes the necessity of doing a combined research. This meta-analysis study was conducted to determine the effect size of problem-based learning with academic achievement.

This meta-analyze study intends to conduct on the effect of problem-based learning on academic achievement. As to meta-analysis, the Hunts and Schmidt approach is employed. Of the 36 studies identified, 23 were analyzed and from web, data (isc, iranmedex, Noormags, SID, Magiran, irandoc, PubMed, EBSCO, worldcat, sciencedirect, Springer, ProQuest and google scholar), between the academic years 2007-2020 was conducted in accordance with research objectives to the study.

 The results revealed that problem-based learning methods affects student academic achievement. The effect size (0.90) is estimated to be very high based on Cohenchr('39')s criteria. Generally, the use of problem-based learning methods improves the academic achievement and the transfer of learning to the outside world should be promoted.

The results of this research can pave the way for future research in the field of learning and teaching methods.

Today, e-learning plays colorful role a special place in human education. Although teachers are the major users of technology in education, the prerequisite infrastructure and the nature of the courses also have a special effect in the benefit of teachers from this educational opportunity. A review of the literature showed that the teacherschr('39') ability in e-learning can explain the relationship between these two factors and the application of e-learning. In so doing, this study endeavored to investigate the mediating role of teacherschr('39') ability on the relationship between educational facilities and the nature of courses in the use of e-learning based on faculty memberschr('39') views.

This cross-sectional study with the predictive correlation approach has was conducted in 85 faculty members of Mazandaran University of Medical Sciences in the academic year 2019. They expressed their views on the facilities, the nature of the courses, and the ability of the teacher and the application of e-learning in their educational group, based on the e-learning feasibility questionnaire. Then, the effects of the factors were evaluated using a path analysis model.

The results indicated that, contrary to the nature of the courses, e-learning facilities can directly predict the use of e-learning (β = 0.16, 95% confidence interval: -0.130 to 0.527). However, this effect was enhanced despite the mediating role of teacher empowerment, and the empowerment variable of professors as a relative mediator that underscored the theoretical model of the study (β = 0.26, 95% confidence interval: -0.003 to 0.459).

The findings revealed the importance of the mediating role of mediatorschr('39') ability to use e-learning. Therefore, the existence of e-learning facilities and the characteristics of the courses are not enough to predict the application of e-learning. Therefore, it is suggested that special attention should be paid to elevating the faculty members to develop e-learning in addition to providing infrastructure.

Positive and negative academic emotions are among the important psychological resources of in educational settings that affect individuals’ activities, such as attention, concentration, and the learning process. This way, this study was conducted to predict positive and negative academic emotions based on personality traits and academic procrastination.

The population of this correlational this study included all students of Kerman University of Medical Sciences during the academic years of 2019-2020 in which 150 were studied. The instruments included the Academic Emotion, Personality Characteristic, and Academic Procrastination Questionnaires. The analysis of data was done using Pearson correlation significance test and simultaneous regression coefficient.

The results showed that only components of extraversion (P=0/05) and academic procrastination (P=0/000) can significantly predict positive academic emotions (R=0/7). On the other hand, neuroticism and academic procrastination can significantly predict negative academic emotions (P=0/000, R=0/66).

Academic settings affect psychological resources, including academic emotions, and are one of the most important factors influencing psychological well-being. According to the results of the study, it is necessary to consider attention, planning and preventive, and therapeutic interventions under these circumstances.

Early clinical exposure is a learning strategy, which can expose medical students during their first year of education with clinical environment. In view of this, this study has been carried out a different kind of early clinical exposure to practice medical professionalism.

This study was a development study that was conducted in the academic years 2017-2018. Initially, needs assessment was performed based on literature review and expert panel. Then, the design of early exposure was depicted through a focus-group interview with the presence of Olympiad students. After that, the program was implemented. The topics were presented individually in the workshop and audio podcasts were presented in the Learning Management System. In the second practical round, namely early clinical exposure, the students were divided into multiple groups and practiced communication skills and professionalism in the clinical contexts by a tutor who was in higher level of education. To evaluate this program, satisfaction forms were employed to assess the students' learning through multiple-choice and descriptive tests.

In the evaluation, great level of the students' satisfaction was about the selected environments, the educational program (78.1%), the employed methods of the course (73.2%) and recognition of professional responsibilities (73.2%). The least level of the students' satisfaction was the amount of learning opportunities (65.8%). 75.6% of students acknowledged the increase in their professionalism.

Early clinical exposure is a rich opportunity for enhancing professionalism and communication skills for medical students who are in the introductory level of medical education. This way, repeating the outcomes of this study in experimental and clinical trials is recommended. Early clinical exposure should be followed seriously for long-term as well.

Physician education for patient hospitalization, especially at the time of discharge plays an important role in patient satisfaction, follows the treatment process, their faster recovery, and reduces hospitalization and treatment costs. Knowing the physicians' performance in patient education during discharge can be a good basis for decision-making, planning, and action. This study endeavored to determine the physicians’ performance in teaching patients during discharge from medical interns’ point of view.

This cross-sectional study was conducted in the academic year 2019 on 100 medical interns in the internal medicine and surgery wards of educational Isfahan hospitals. The validation is confirmed and reliability was calculated based on previous studies. Data were collected through a questionnaire and analyzed using descriptive and inferential statistics (t-test).

From the interns' point of view, the physician's performance in teaching the patient during discharge the highest score was in the field of education about drug use at home (score 5.69 from 10, with mean 5. 69±2.31) and the lowest scores were in the field of education about self-care (score 4.69 from 10, with mean 4.69±2. 38) and how the patient performs in the face of problems (score 4.58 from 10, with mean 4. 58±2. 84).

Results revealed that from the interns' point of view, in general, the physician's performance in teaching to the patient during discharge was medium and there is a need to increase the quality of education. The results of this research and similar studies in the field of patient education can be provided as comprehensive instruction for patient education by the treatment team and ultimately increase the quality of patient education.

Professional ethics in the medical sciences is an intellectual field of study that requires educating the medical team about the thoughts, ideas, and behaviors of ethical principles and values that are carefully evaluated until these principles and skills are institutionalized. In so doing, this study endeavored to develop a professional ethics curriculum template for medical students.

This study was conducted using a combination method in the academic year 2020 in two phases like this qualitative (model design) and quantitative (model accreditation). Qualitative data analysis was performed by interviewing 17 members of experts in the field of education, research, treatment, and ethics in medical sciences and accreditation by 10 members of curriculum specialists and Medical ethics of different universities by using Delphi method who were selected by purposive sampling method through Brown and Clark analytical method using Atlas TI.

After summarizing the concepts and categories in the form of curriculum components (i.e., objectives, educational content, implementation or educational strategies and evaluation), a total of 150 conceptual propositions, one major category with four subcategories along with a sub-category, final analysis, and report a model of professionalism curriculum was presented for medical sciences students. Finally, the validation of the developed model was done by curriculum and medical ethics experts using Delphi method.

The results revealed that the development of uniform and codified professional ethics training programs from upstream sources seems to be essential. It is also necessary to explain the educational content of practical and applicable professional ethics, training and continuous evaluation of the principles of professional ethics in all courses and disciplines to institutionalize the principles of professional ethics in three areas of education, research, and treatment.

One of the important outputs of the academic midwifery educations is improving the student's clinical skills. This study endeavored to determine the incompatibility and gap between expectations and actual abilities in new graduated midwives

This descriptive study has been done among all recently graduated midwives of two universities in Ahvaz in the academic 5 for self-evaluation of their job expectations. The questionnaire was developed by a needs analysis of midwives job expectations.

Results revealed that the graduated midwives were satisfied in theoretical instructions (80-100%); however, their clinical abilities were achieved only 71.4% in admission and labor, 47% in delivery, 46% in postpartum, and 60% in emergencies.

The new midwives' clinical skills are not sufficient to manage their job expectation. These findings could be applicable for national midwifery panel and instructors to revise the curriculum and for the health organizations to prepare the new graduates for job expectations within a 6-month period of training.