EDUCATIONAL STRATEGIES
Year:2010 | Volume:3 | Issue:3|Papers Count:8

Introduction: Increasing growth of electronic learning system and wide request for it, comparing with traditional education, causing that, there are concerns and challenges about it’ efficacy. In other word, there are many questions about quality of e-learning that need investigation. In this study, we will explain the necessity and nature of quality in e-learning, nature and importance of standard in this area, standard development process, main component of e-learning standards and at end, introduce some standards in this area. Conclusion: It seems that the best and most effective way to ensure quality of e-learning is to apply standards which have been developed in descriptive and prescriptive characteristics and are available in this kind of education.

Introduction: Although medical ethics education status in Iran has many strength points and much effort has been conducted in this area, but apparently it is not appropriate with culture and domestic needs and expectations that resulting from increased attention to growth ethics and moral issues. Medical education official authorities did not express anything specific in this area and there is no particular model for medical ethics education in Iran or at least is not recognizable; that sporadic expression of medical ethics topics in medical curriculum is a certificate of this claim. In this article, according to researches conducted on the defects in the curriculum of medical ethics and rational arguments on that it is not possible to present a curriculum model independent from belief, cultural and value principles and fundamentals of the community, the necessity of designing a pattern for medical ethics curriculum and its designing method has been proved. Conclusion: The model of medical ethics presents an idea, a plan and a map for this course and indeed makes the framework, scope and requirements of it clear and transparent. This model is a guide to develop medical ethics curriculum and prevents neglecting the elements and key components of medical ethics education. Experts in this field admit that there is not enough attention to ethical qualifications and abilities in the curriculum of medical ethics and in current situation it is not possible to expect the graduates the full observance of ethical issues.

Introduction: Who have problem in different stages of reading including decoding, accuracy, reading fluency and comprehension of the text read, can really be different from normal people who do not have problems in reading? In other words, regarding the studies and researches done about this issue, how much is the hypothesis of brain defect for dyslexic people acceptable? And are there any proofs for accepting the hypothesis. Conclusion: After studying and evaluating a considerable amount of articles about biological causes of dyslexia and specially the brain function of dyslexic people during the process of reading, an existence of brain function differences among these people and normal people can be pursued and it can be asserted that these people probably have brain damages and dysfunctions. It should be noted that quick diagnosis of dyslexia and presenting suitable treatment ways for lower ages can help the brain to do recovery activities in order to reduce functional defects in damaged parts of the brain.

Introduction: Curriculum evaluation is historically as rich as education. The evaluation concept is so comprehensive that contains several evaluation activities with the common function of investigating a certain curriculum in a given administrative context. Therefore, the evaluation methods and strategies are different. In this study, the differences in evaluation studies are classified on the basis of six factors; curriculum development stage, the evaluation subject, criteria, the types of data, data summarization method and function. In each stage, the development team focuses on a particular task; hence, certain types of evaluation are presented at each stage in order to ensure a successful administration of the new curriculum. Conclusion: There is no accepted theoretical base for the amount of stored experiments needed to determine the least evaluation essences that must be used in recognizing the effectiveness of expand usage of new curriculum in educational system and every system should determine its evaluation standards according to its conditions.

Introduction: As the medical profession continues to change, so do the educational methods by which medical students are taught. Various authors have acknowledged the need for alternative teaching and learning strategies that will enable medical students to retain vast amounts of information, integrate critical thinking skills and solve a range of complex clinical problems. Previous research has indicated that concept maps may be one such teaching and learning strategy. This article aims to: (i) review the current research on concept maps as a potential pedagogical approach to medical student learning, and (ii) discuss implications for medical student teaching and learning, as well as directions for future research. Conclusion: Concept maps function in four major ways: (i) by promoting meaningful learning; (ii) by providing an additional resource for learning; (iii) by enabling instructors to provide feedback to students, and (iv) by conducting assessment of learning and performance. This review provides ideas for medical school faculty staff on the use of concept maps in teaching and learning. Strategies such as fostering critical thinking and clinical reasoning, incorporating concept mapping within problem-based learning, and using concept mapping in group and collaborative learning are identified. New developments in medical education include the use of serial concept maps, concept maps as a methodology to assist learners with lower cognitive competence, and the combination of group concept maps with structured feedback.

Aims: Findings of some researches and studies explaining the role and importance of emotional intelligence, self-concept and self esteem in academic achievement. This study was conducted to explore the relationship between emotional intelligence, self-concept and self esteem with academic achievement. Methods: This cross correlation of all 6, 050 students at the University of Kashan 1388-89undergraduate academic year were enrolled and 400 were male and female students as a sample randomly chosen. to gather information from Emotional intelligence questionnaire Times - The Rogers and self esteem was Pope. All data analysis indicators descriptive statistics (frequency, mean, SD), Pearson and T test software using SPSS14 done. Results: The average academic achievement in total samples 15.6±1.7 was a significant relationship between it and the emotional intelligence, self concept and self-esteem was found. between male and female students in the field of emotional intelligence (p=0.42) And self-concept (p=0.81) found significant differences in self-esteem, but female students (68.5±13.2) than male students (64.9±13.4) was significantly greater (p=0.007). Conclusion: Emotional intelligence, self esteem, and students no effect on their academic progress. Similarly, emotional intelligence and self male and female students, there is no difference. The amount of self-esteem of female students than male students are.

Aims: Identifying the influencing factors on educational performance has specific importance. According to controversies about the role of effective factors, this study was carried out in order to assess the predictors of academic performance in nursing alumni of Kashan University of Medical Sciences. Methods: In this cross sectional study, all 482 nursing alumni of Kashan University of Medical Sciences from 1986 to the end of 2003 were selected via census method. The questionnaire including demographic data, admission criteria, educational background and academic performance status was used. Data were analyzed using independent T-test and stepwise multivariate linear regression. Results: Female gender, using of areas quota, lower age and higher high school grade point average (HGPA) had the positive effect on academic performance (p<0.0001). According to regression analysis, 1.27% of the observed variance in the status of academic performance was determined by 4 variables including HGPA, gender, transfer from other universities and quota type (F=38.72; p<0.0001); HGPA explained 22.4% of the total variance alone. Conclusion: With regard to the predictor role of educational background, admission criteria and demographic data in academic performance; it’s essential the authorities plan and proceed to improve academic performance of nursing alumni.

Aims: Communication skills are fundamental for human beings. Effective education depends on correct usage of communication. The communication in educational process is in the shape of information and opinion interchange between teacher and student. This study was performed to determine the viewpoint of Paramedical students about effective factors in the communication between students and faculty members. Methods: This cross-sectional study was done in 2008 in Bushehr University of Medical Sciences 181 Paramedical students that were selected by census sampling method. Data were collected by well structured questionnaire about personal information and factors effective in communication and analyzed by SPSS 13. Results: In comparison of different students groups, most answers were the same and only the students of 2007 entry had significant differences with 2006 entry in teacher's cheerfulness (p<0.02) and teachers’ experience in communication (p<0.03). Conclusion: In students’ point of view, in the communication between students and teachers, proper cheerfulness, humility, confidentiality and trustworthiness are important in order to improve teaching.