Journal of JundiShapur Educational Development
Year:2019 | Volume:10 | Issue:3 |Papers Count:9

A Self-directed learning is one of the factors affecting academic keenness and readiness and self-efficacy of students. This study was conducted with the aim of predicting academic vitality and self-efficacy of students based upon self-directed learning in Mazandaran University of Medical Sciences. The present study was a descriptive study of correlation type. The statistical population included 1235 students at medical school in Sari medical school. 297 participants as the sample size were selected through a randomized stratified sampling method and by Krejcy and Morgan tables. Then, to collect information, three self-directed learning, academic vitality, and self-efficacy questionnaire were used that the validity of the questionnaire were estimated with expert opinion, and the reliability with Cronbach's alpha, 0. 91 for self-directed learning, 0. 89 academic readinesses, and 0. 87 self-efficacies were calculated. Next, data were analyzed using correlation coefficient and multiple regression and SPSS18 software. As a concequence, there was a relationship between self-directed learning (0. 5555) and its components (self-control (0. 611), self-management (0. 540), and willingness to learn (0. 447) with academic vitality. In additions, a connection was observed among self-directed learning (0. 71) and its components (self-control (0. 741), self-management (0. 640) and willingness to learn (0. 547) with the self-efficacy of medical students of Sari medical school (0. 71). The findings also showed that components of self-directed learning were significant predictors (P <0. 05) (FF = 36. 46) for educational vitality and also valuable predictors (P <0. 05) (F = 25. 09) for self-efficacy of students. Considering the results of present study, that self-directed learning had an important role in promoting the academic vitality and self-efficacy of Mazandaran University of Medical Sciences students. Hence, it is recommended that workshops should be held to increase student self-directed learning.

Sleep is an important factor in maintaining mental health and balance. So undesirable sleep quality can result in undesirable academic performance and damage to students’ physical or mental health. Considering the important role that medical students have in improvement and promote the health of society people, the present descriptive-correlation study was conducted to investigate the relationship between Sleep quality with academic motivation and academic vitality in students at Arak University of medical sciences during 1396-97. 341 students were selected through stratified random sampling method with considering gender variable. Data were collected by standard questionnaires Sleep quality (PSQI), academic motivation Fredericks et al and academic vitality HossenChari and Dehghanizadeh. Then, data were analyzed using Pearson correlation, independent t-test and multiple regression analysis. Afterwards, findings showed that % 59/1 of participants had poor sleep quality. The results of Pearson correlation test also showed that there was a significant negative relationship between Sleep quality with academic engagement (P=0/016, r=-0/132), and academic vitality (P=0/000, r=-0/221). Although, there was a significant positive relationship between academic motivation with academic vitality (P=0/018, r=0/131). Moreover, there was a significant difference between male and female students in academic vitality. Accordingly, due to the high percentage of poor sleep quality and significant relationship with academic motivation and academic vitality, developing psychological interventions to improve the sleep quality in college students and intervention and preventive actions, and education about the importance of sleep in students seem essential need.

In order to achieve educational goals, it is really important to assess educational services by clients. The purpose of this study was to evaluate the quality of educational services from the viewpoint of students at Abadan faculty of medical siences. This descriptive study was conducted on 236 students that those participants were selected by multistage sampling method and responded to demographic and SERVQUAL questionnaires. The highest and lowest mean scores of perception were in reliability (3. 08± 0. 81) and tangible (2. 88± 1. 06) dimensions, respectively. As a concequence, there was a gap quality in five dimensions that showed a statistically significant difference in the mean score of the gap in responsiveness, empathy, and assurance between the first and second year, and third-year students and above (P <0. 05). The mean score of the gap between responsiveness and empathy among the three majors had a significant difference (P <0. 05). According to the results of this research and identify the weaknesses and strengths of the mentioned educational system, getting advance in the quality of educational services especially in the dimension of empathy is a prority requirement. It is suggested that all involved in education especially authorities pay more attention to students' expectations and improve university services tailored to students' needs and their satisfaction.

Identifying the learning styles and problem-solving methods being in proportion to students' talent plays an important role in learners’ learning and, finally, improving their level of education. The purpose of this study was to compare the use of Wark's learning styles and problem-solving methods in talented students and other students. This descriptive-analytical study was conducted on 200 students of Qom University of Medical Sciences in 2017. The instruments used in this study were Cassidy and Lang problem solving style questionnaire, Wark's learning style questionnaire, and demographic information. Then, data were analyzed using SPSSv. 20 software. The mean age of talent students and other students was 23. 68 ± 4. 4 and 23. 52 ± 4. 97, respectively. Moreover, there was no significant difference between two groups in terms of age (p = 0. 85) and sex (p = 0. 87). The average score in both talents and others was 18. 52 ± 0. 9 and 16. 85 ± 12. 2 respectively, as if it had a significant difference. Ultimately, findings revealed that the mean of problem solving style in two general domains of constructive and non-constructive problem solving was not considerably different between two groups of talent (p = 0. 37) and others (p = 0. 29), even though, in the learning style, there was a significant difference between the four areas of visual learning, listening, reading, and reading skills in the field of reading between the two talent groups and others (p = 0. 04). Regarding the results, by determining the learning styles and problem solving in the students, it is possible to help educational groups and counselors for advancement of educational goals and enhancing their learning and other activities.

The flipped classroom (FC) is a progressive, effective curricular model, which makes learning deeper and more durable. This study was carried out for quantitative and qualitative assessment of immunology course as FC from NKUMS students’ perspectives. In this descriptive analytical study, 129 students of NKUMS which were classified according to their faculty and field of study, and sampled by Stratified random sampling. Immunology FC was carried out by engaging students in pre-class activities. Problem solving, small group discussions and drawing concept map were assignments of students in class. For assessment, we used a researcher made questionnaire. Moreover, GraphPad Prism software was used for statistical analysis of the data. And then, the results were analyzed using Chi-square test for qualitative data and One-way ANOVA for quantitative data. Ultimately, Our results showed in different scales, subscales of valuable content provided, classroom management by teacher, opportunity for questioning by learner, and doing group work by students have gained the highest desirability; and subscales of explaining complex concepts, equal opportunities for learners, opportunity for written and verbal feedback to learners, and previous learner preparation have obtained the lowest desirability. According tothe results, it is concluded that immunology course as FC can cause deeper learning through learning motivation, interaction and discussion between learners, and link between pre-and in-class activities.

Choosing a medical specialty by students is an important issue because it has significant implications both for the composition and quality of the human resources required by the health care system. The purpose of this study was to investigate last year medical students' preferences of specialty choice and society’ needs in Ahvaz Jundishapur University of Medical Sciences. This descriptive-analytic study was carried out on a census sampling of last year medical students during 2017-18. So then, data were collected by a researcher-made questionnaire whose validity and reliability were confirmed in a preliminary study. Moreover, data were analyzed using descriptive and analytical statistics and SPSS-22 software. More than 50% (114/205) of medical students were candidates for three fields of radiology, ophthalmology, and dermatology, while the university's capacity for these courses was only 10% (16/154); and vice versa, applicants for three fields of emergency medicine, Internal medicine and pediatric with a capacity of 37% (55/154) were only 3% (6/205) of the students applying for these courses. According to the Chi-square test, statistically significant differences were observed between the specialty choice priorities of medical students and the capacity of specialized fields (p<0. 05). In addition, the findings showed no coordination between the tendency of medical students to specialty choice and the society’ requests. Therefore, while determining the factors affecting students' tendency towards specialized courses, it is recommended to provide guidance and encouragement in selecting the desired fields.

The impact of individuals’ cognitive and subjective abilities on learningM is very important. But one of the effective factors on learning is learning styles and hereupon people's differences in this regard. Therefore, in order to examine the styles of learning of the medical students’ final year and its relationship with the scores of both basic sciences and pre-internships comprehensive exams and the results of the clinical competency test of the end of the general practitioner course in Tehran Islamic Azad University in academic year 2017-2018, a descriptive and Correlation study was carried out on 270 medical students who were selected by available method. The data collection tool was a demographic questionnaire and Kolbe's learning style questionnaire (1999). Accordingly, reliability of the questionnaire was confirmed by Cronbach's alpha; and also by SPSS22 softwareMand using bivariate linear and logistic regression, the relationship between dimension and research variables were examined from respondents' point of view. The results showed the positive relationship between abstract conceptualization variables, reflective observation and objective experience with comprehensive exams of basic sciences and pre-internships of the general practitioner course. Finally, the abstract conceptual variable revealed the highest ability to predict students' reject / acceptance in clinical competency test (p <0. 05). Ultimately, awareness of the student's learning style is useful both for the learner and for the trainer, and can lead the learner successful in this regard.

The purpose of this study was to investigate the effectiveness of teacher feedbacks in the education form of acceptance and commitment on coping strategies in male students. Hence, the research method was a semi-experimental design using a pre-test-post-test design with control group. The statistical population of this study included all male students of Hamedan University of Medical Sciences in the academic year of 1998-97. Based on the statistical society and the aim of the study, 40 male students of Hamadan University of Medical Sciences were selected and compared after screening. A multistage cluster sampling method was also used to select the sample. In this research, the field method was used to conduct the research, and the coping strategies questionnaire was used to collect information. Then, the data were analyzed using covariance analysis. Consequently, the findings of this study showed that the feedback of the teacher in education of acceptance and functional commitment on coping strategies had a significant effect.

This study is aimed to design a tool for evaluating the quality and effectiveness of educational films in the field of medical sciences. By using the guidelines provided and implementing corrections, two questionnaires were designed to evaluate the film by technical and educational aspects, respectively. Then, content validity index of the questionnaires was determined based on the comments of 20 specialists in the field of filmmaking and educational points, the faculty members in the field of medical sciences, and by using the Lawshe method, and the coefficient of variation ratio. To assess the reliability of the questionnaires, the split-half method was carried out on 50 chosen individuals. The Cronbach's coefficient alpha and the intraclass correlation coefficient (ICC) test were used to calculate the repeatability of the forms in order to determine the internal consistency of the questionnaires. There was a suitable content validity for almost all questions of both forms (CVR = 0. 99). Also, the Content Validity Index (CVI) was at least acceptable in most aspects of the theoretical teaching questionnaires (CVI = 0. 789). Meanwhile, both of these forms had acceptable reliability. The reliability of the questionnaires was calculated using Cronbach's alpha coefficient of 0. 89, which indicates the questionnaires have a high degree of internal correlation and high repeatability (ICC = 0. 989). According to the results obtained in this study, questionnaires provided for using educational development systems in the medical sciences have a desirable and relatively reliable validity.