Journal of Medical Education and Development
Year:2017 | Volume:12 | Issue:3 |Papers Count:10

Introduction: The reasons for choosing a field of study, depending on the type of discipline anddegree, are different. This study aims to explore the reasons of choosing and continuing postgraduatemajor in medical education from viewpoint of students and graduates. Method: This qualitative research was conducted using content analysis method. Purposefulsampling was used for data collection. Semi-structured interviews were conducted with 17 postgraduationalumnus or students who were studying master degree of medical education. Results: According to the results, choosing post-graduate major in medical education forcontinuing education was due to for main themes; "personal elements" including scientificpersonalitygrowth, specific motivators, and unspecific motivators; "systematic elements" includingoccupational requirements, career escaping, examination escaping, and essence and implementationprocess of educational programs and "social elements" including credentialism. Conclusion: Although many factors play role in making decision to continue studying inmedicaleducation, considering the diversity of factors such as entrance without an examination and ease ofentry conditions in comparison with other disciplines, it seems that a review of the criteria andadmission process in this program is required.

Introduction: Nursing students are more vulnerable to academic problems and reduced individualproductivity due to stress in their work environment. The purpose of this study was to investigatethe role of psychological capital and academic eagerness in predicting academic vitality andprocrastination in decision making of nursing students. Method: : This cross-sectional analytic study was carried out on 150 nursing students from theIslamic Azad University of Ardabil in the academic year of 2016-17. The participants were selectedby systematic random sampling. The decision-making proclamation scale, academic vitality scale, academic eagerness questionnaire, and psychologists' capital scale questioned were answered by theparticipants. Data were analyzed using regression method by SPSS V. 18 software. Results: The results of this study indicate that all components of psychological capital (hopefulness, resilience, optimism and self-efficacy) and academic eagerness inversley predict the changes inacademic vitality, and positively predicts changes in decision making procrastination. Conclusion: The results of this study indicate the importance of psychological capital as one of theimportant components of positive psychology as well as academic eagerness in decreasingprocrastination in decision-makers of the students and increasing their academic vitality. Therefore, providing education based on psychological capital and motivating educational eagerness ineducational environments, will reduce the academic burn out and improve the performance ofstudents.

Introduction: Using e-learning in medical universities grows fast and the quality of its content is consideredan important issue. The aim of this study was to investigate the effectiveness of e-learning content of Facultyof Nursing and Midwifery at Mashhad University of Medical Sciences. Methods: This descriptive study investigated all faculty members of Faculty of Nursing and Midwifery (n= 55) at Mashhad University of Medical Sciences in 2015-2016. Data were collected by a researcher madequestionnaire. To determine the validity of the instrument, content validity was used and the reliability of thequestionnaire with the Cronbach's alpha coefficient for its components was 0. 73, 0. 70, 0. 85, 0. 70, 0. 72 and0. 65, respectively. To analyze the data, descriptive (mean and standard deviation) and inferential statistics(One-Sample T test) were used. Result: The components of "importance", according to 80 percent significantly higher (t (54) =4/90). butother components of the components "interest learner" (t=(54)-4/17), the factor of "usefulness" (t(54)=-321/5)component "ability to learn" (t(249)=17/01), and the components of "flexibility" (t(54)=-1/54, P>0/05), theaverage of the sample mean hypothetical (16) were less significant than harm. Conclusion: Among the components of the quality of e-learning content; "interested learner", "usefulness", "ability to learn" and "flexibility" Not Favorable conditions, and only components of "importance" waseligible.

Introduction: Based on self-regulation learning theory, cognitive components areconsideredmotivational and academic performance of a series of intertwined and related entities. This study investigated the relationship between self-regulated learning strategies and motivationalbeliefs and academic performance of students enrolled at Alborz University of Medical Sciences in2016. Method: : In this analytical cross-sectional study, 352 students at Alborz University of MedicalSciences studying in year 2016 were enrolled in the study through stratified random sampling. TheMotivated Strategies for Learning Questionnaire (MSLQ) assessment device was used to collectdata and the students’ average scores were used to assess the academic performance of Studentsintheir course works. The data were analyzed by SPSS-V. 19 software using descriptive statisticsand ANOVA, t-test and Pearson correlation co-effiicients. Results: There was a positive and significant correlation between the dimensions of cognitivelearning strategy and academic achievement (p<0. 05). There was no significant correlation betweenmeta-cognitive learning strategies and academic achievement (p<0. 05). In general, the higher thestudent's average score was, the higher the mean cognitive domain and the average of motivationalbeliefs were. Conclusion: It seems that by designing educational intervention strategies for self-regulationlearning and strengthening motivational beliefs in students of Alborz University of MedicalSciences, better academic achievements can be anticipated.

Introduction: Irregularity or delay in the beginning of classes at each semester, due to absence ofstudents and/or professors, is a common problem in most Iranian universities. This study aimed toinvestigate the reason for irregularities at the beginning of each semester according to theviewpoints of educational experts. Method: This cross-sectional study was carried out at three universities of medical sciencesnamely; Babol University of Medical Sciences, Shahid Beheshti University of Medical Sciences, and Iran University of Medical Sciences in the first academic semester of 2015-2016. This studyinvestigated the viewpoints of educational experts working in four schools of medicine, dentistry, paramedicine, and public health using a researcher-made instrument. The instrument’ s face validitywas surveyed and confirmed by six faculty members and its reliability was tested by test-retestmethod (r=0. 82). Descriptive statistics were used for data analysis. Results: According to a forty-two member panel of educational experts’ opinions, the main reasonsfor academic irregularities at the beginning of each semester is students’ absence followed by weakdisciplinary rules, lack of implementation of regulations, teachers’ reluctance to hold classes ontime, as well as not completing roll calls and not passing them to the registrar’ s office. Conclusion: From the educational experts’ point of view, the factors related to students andteachers have greater effect on the recession of classes at the beginning of each academic semester. Therefore, a better planning for semesters and more control by authorities are required.

Introduction: Information growth and recognition of its values is important in personal andprofessional life for everyone. Thus, it is important to learn special skills in information seekingprocess during formal education. This study aimed to examine information seeking skills of nursingstudents of Mazandaran University of Medical Science and their barriers to access neededinformation. Method: This In this cross sectional study, all 366 nursing student of Mazandaran University ofMedical Science (Nasibeh Faculty of Nursing in Sari and Behshahr) were interviewed. We use aself-administered questionnaire consisted of five sections and 39qustions to collect data. Thequestionnaire face validity was approved by Information behavior specialists and its reliability wasassured by test retest. We used SPSS V17. 0 for descriptive statistics and coloration testResults: Findings of this study shows that the most important motivation of the students to accessand search information was doing homework. We found that books and Journals with average scoreof 4. 10 and 3. 91 and general search engines as the most important ways to access to information. University equipment shortage mentioned by nursing students as the main challenges theirinformation seeking process. Conclusion: This study shows that nursing students needs to receive information from the formaland valid channels related to their personal, educational, and professional life. More planning andproviding infrastructure is needed for students to access their needed information.