نشریه راهبردهای آموزش در علوم پزشکی
سال هفتم شماره 4 (پیاپی 26، مهر و آبان 1393)

The advisor is a person who is responsible for students'' academic guidance and counseling with the advisor will help students to overcome educational problems. The aim of present study was to compare students’ viewpoints on academic advisors performance before and after the advisors project. In this descriptive cross-sectional study، viewpoints of 244 students of Shahrekord University of Medical Sciences on academic advisors performance before and after the advisors project using a researcher-made questionnaire were compared in 2011-12 and 2012-13 first semesters. Data were analyzed with SPSS 16 by paired-T and Chi square tests. There was a significant difference between students’ viewpoints on having advisor and refer to her، accepting her as a source of information، being aware of how to ask help from the advisor and question about continuing education and filing educational document before and after the project. Of the advisors performance، checking and signing the course selection form، guiding students on personal problems and review the student''s academic progress، were different significantly. Students’ viewpoints is better on having advisor and referring to her، accepting her as a source of information، being aware of how to ask help from the advisor and question about continuing education and filing educational document after the advisors project. Also، of the advisors performance، checking and signing the course selection form، guiding students on personal problems and review the student''s academic progress are improved after the project.

The present educational environmental features are fundamentally different from the past and universities should move towards using agile organization components. Due to the need to move towards agility for universities، this study aimed to investigate the applicability of the Fars public universities with the agile organization components. This cross-sectional study was done on the faculty members of the Fars public universities and 310 persons were selected using relative stratified sampling. Data collected by a researcher-made questionnaire. 116 items of the questionnaire were scored based on two separated Likert scale from one to five and assessed the desired situation and the current situation، simultaneously. Data were analyzed by correlated samples T test. Agility in all of the desired state and the current status of faculty members were significantly different. The scores mean of universities adaptions to the agile organization components was lower than the assumed mean of 3 in all components from faculty members’ view (p=0. 001). There was a significant difference in all agility components between the desired and current status from faculty members’ view. From the faculty members’ view، Fars public universities are far from achieving the desired status regarding agile organization components.

Parasitology is one of the important lessons in medical and paramedical students’ education. Selection of appropriate teaching method helps students to learn better. The aim of this study was to investigate the effect of student participation in Parasitology teaching on their learning and satisfaction to find a better training method. This semi-experimental study was performed in 2012-13 on 58 laboratory sciences students at second and third year (2011 and 2010) in the Department of Paramedical of Babol University of Medical Sciences and parasitology (1 and 2) presentation were compared using lecture and with the participation of students in training. A 21-item researcher-made questionnaire used to assess students'' attitudes regarding the effectiveness of the method in the learning progress. Data were analyzed by SPSS 18 using descriptive statistics and Student-T test. 35 persons (60. 4%) introduced this teaching method better than the lecture method. 32 persons (55. 2%) were satisfied with the method، 33 persons (56. 9%) suggested the method in for future semesters. The mean scores of Parasitology (1 and 2)، showed a significant difference with and without participation of students (p<0. 04). The obtained scores higher than 16 and 17 increased with participation compared to non-participation method. Participation of students in parasitology teaching، will improve teaching quality of this course. Also، using this method leads to motivation to learn، attending classes، more effort and better communication between teacher and student.

Educational development is one of the main educational policy makers’ challenges in the information and communication technologies era. No effective response to the real needs of society in the field of knowledge and education production is one of the most important issues facing higher education in the Iran. The aim of this study was to evaluate adherence of the face to face and electronic education to the training and education principles (analysis، design، development، implementation and evaluation) from graduate students’ view. This survey study was done on graduate students of Urmia University. 164 persons were selected by simple randomized method. The research instrument was a researcher-made questionnaire with 5 indices and 66 items. Data were analyzed by SPSS 18 software and one-sample T test. There was a significant difference between e-learning and face to face education in no compliance of analysis index and its subscales including (content، learner، objectives، and media) from graduate students’ view and except the media subscale، for other cases، the mean score of no adherence to e-learning was higher. Also، there was a significant difference in no compliance of design، development، implementation and evaluation indices between e-learning and face to face education and in all cases the mean score of no compliance in e-learning was higher. The five education programs principals including analysis، design، development، implementation and evaluation are less obeyed in the e-learning education compared with face to face education from Urmia University graduate students’ view.

Educational involvement is one of the concepts employed by different investigators in education and training field and it is considered as learning attitude by recent researches. It has been shown that self-efficacy is associated with learning attitude components. The aim of this study was to investigate the correlation between emotional and cognitive attitude of learning and students self-efficacy. This descriptive-correlational study was done In Isfahan in 2012. The study was done on 138 final term Bachelor of Science students of the Isfahan Shahid Rajai Higher Education Center of Farhangian University. The subjects were selected by census sampling method. Data collected via Motivated Strategies for Learning Questionnaire (MSLQ) containing self-efficacy، Endogenous values، the exam stress، cognitive strategies and self-regulative learning sub-scales. Data were analyzed using SPSS 16 by Pearson correlation coefficient، multivariate and simultaneous regression and One-way ANOVA tests. There was no significant correlation between cognitive and emotional attitude and self-efficacy based on students educational field (p>0. 001). There was a significant and positive difference between cognitive and emotional attitude and self-efficacy (p<0. 001). Also، emotional attitude was a stronger predictor for self-efficacy compared with cognitive attitude. There is a positive and significant correlation between learning emotional and cognitive attitude with teachers-students self-efficacy. Self-efficacy increases with emotional and cognitive attitude enhancement. Learning emotional attitude is stronger to predict self-efficacy.

Recognition of the effective factors on policy formulation is effective on the policy-making and their administration processes، therefore، this study aimed to recognize the effective factors on educational and technological policies in the uniuversities. The present descriptive survey was done in 2012-13 at the University of Tehran as the biggest University of Iran and as a reference and mother university as well. 112 persons who were the deputy of school or dean of faculties in last 10 years to the time of study were selected using simple random sampling. Designing the researcher-made questionnaire was done in three phases. Data were analyzed by factor analysis method using LISERL 8. 8 Software and one-sample T test. RMR، CFI، NFI، NNFI، IFI، RMSEA، GFI، RFI and Chi-square were used to assess the fitness of the model. All components were confirmed regarding factor analysis results. The 6 introduced domains in this study and all of their components had appropriate and acceptable fitness. Based on the appropriate fitness of conceptual model of the study، consistency of the study method was approved with obtained data. Factors affecting the educational and technological policies can be classified in six economic، political، institutional، educational، technological and legal domains.

Education and research based on patient safety are considered as one of the implementing means and patient safety improvement in health systems. This study aimed to analyze the state of education and research based on patient safety in selected hospitals of Tehran University of Medical Sciences. This descriptive and cross-sectional study was done in selected hospitals of Tehran University of Medical Sciences in 2012. The study tool was World Health Organization patient safety evaluation protocol. Data collected through structured interview، documents reviewed by the researcher، and checklist completion according to the guideline. Data were analyzed using descriptive and analytic (One-sample T test and Kruskal-Wallis test) using SPSS 13. The total mean score of the hospitals in education and research was weak based on patient safety in the basic and advanced parameters based on the guideline. In the major parameters، Farabi Hospital received the highest score and Children''s Medical Center Hospitals and Imam Khomeini received the lowest score. In the advanced parameters، Farabi Hospital received the highest score and Rasool Akram and Shariati Hospitals received the lowest score. In general، all hospitals regarding statements of patients’ safety research and education parameters were lower than the gold standard. All the studied hospitals regarding education and research based on patient safety parameters are in the poor condition and the identified weak points are same in the hospitals. Therefore، developing educational comprehensive programs and practical researches in the field of patient safety challenges، seems necessary.

Students are one of the main elements effective on education quality. Investigating clinical training stress، regardless prior stress and other effective factors on how to deal with stress، would be incomplete. This study aimed to investigate the association between life events stress and clinical training stress، self-efficacy، social support، stress coping strategies and academic performance of midwifery students. This cross-sectional study was done on 155 midwifery students of Kazeroon Islamic Azad University in two consecutive 2011 and 2012 years. The instrument was prepared using AkhavanAkbari’s clinical instruction stress، Sherer’s general self-efficiency، Sarason’s social support and Andler and Parker’s stress coping strategies and Holmes and Rahe’s life events stress questionnaires. The clinical and academic performance criteria were comprehensive test score and difference between Diploma and Bachelor mean. Data were analyzed using SPSS 20 software using T-independent test and Spearman correlation coefficients. The students’ clinical teaching stress score mean was moderate. Clinical training stress and life event stress، dealing with stress and avoidance and emotional coping subgroups showed a significant and positive correlation. The correlation between clinical experience and academic performance clinical performance was positive and significant. The good students’ self-efficacy، their access to adequate social support with the higher level of satisfaction and the more utilization of problem-solving coping strategy cause students with high stress history understand the clinical training stress moderately so this stress does not change their clinical and educational performance.

Evaluating the viewpoints of students and teachers is the way to improve quality of E-learning of the course. This study aimed to evaluate the quality of E-learning course at the Masters level of medical education in Tehran University of Medical Sciences. This cross-sectional study was done on 118 master students of Medical Education and 11 university teacher of Medical Education Department of Medicine School، (Hemmat Pardis) of Tehran University of Medical Sciences in 2011-12 that all subjects were selected by census sampling method. Data collected by a researcher-made questionnaire with 32 questions. Data collected in five domains including instructional design، interactivity، courses content، individual learning opportunities and evaluation of the period. To analyze data، SPSS 16 software using independent T-test was used. The quality of course content and individual learning opportunities domains were at an optimum level، instructional design and evaluation of the period domains were at the relatively ideal level، and interactivity domain was at the unsatisfactory level. There was no significant difference between the teachers’ and students’ views on the quality of five domains. Quality of e-learning course at the master level of Medical Education of Medicine School of Tehran University of Medical Sciences assessed at a relatively favorable level according to the average of assessed five domains.

Equitable distribution of educational facilities in institutions is the most extensive and controversial topics in humanities. In the educational environments، teacher is the core. The purpose of this study was to explore students'' experiences of university teachers’ justice in the classrooms. In this phenomenology study 10 participants were selected purposively among boys and girls Bachelor of Science graduate students of Azarbaijan Shahid Madani University in the autumn of 2013. The deep semi-structural interview was done to collect data. The interview consisted 3 set of questions regarding educational experiments، justice in the classroom، and positive and negative experiences to contact with teachers and time justice between 30 to 50 minutes. Data analysis was done based on seven-step Colaizzi''s method. 10 sub-themes (the class participatory governance; students ranking with different talents; university teacher-student relationships; behavioral stability; acceptance of teacher responsibility and responsibility to students; prejudice of religion، gender; the teachers’ class، motivation to learn) were extracted among detailed concepts. These themes were placed on major thematic categories thus 4 themes were extracted; 1) structure of relationship between university teachers and student; 2) the relationship between university teachers’ justice with personality; 3) previous mindset of students، and 4) psychological effects. Fair or unfair university teachers’ behavior affects student in the classroom which can affect their academic achievement and attitude to continue their education، negatively or positively.