Journal of Research in Medical Education
Year:2018 | Volume:10 | Issue:3|Papers Count:8

Introduction: Education experts tend to recognize the academic engagement as involving students in assignments such as problem solving and activities that lead to the development of high-level cognitive skills such as evaluation, composition, and analysis in the classification of Bloom. Methods: This is a descriptive and analytic study. The statistical population includes all graduate students and third and fourth year undergraduate students of nutrition affiliated to Shahid Beheshti University of Medical Sciences that 170 students were selected randomly through stratified sampling method based on kerchessy and Morgan table as sample size. For collecting data, students' perception questionnaire and the Motivational Strategies Questionnaire for the Study were used. Data were analyzed by using independent t-test and multiple regression simulations through SPSS software Results: The results of regression analysis showed that the variables of perception of the curriculum components in general could explain 41. 4% of the variables of academic engagement. Among the components of the curriculum, two components of teaching method (p<0. 01, r=0. 388) and evaluation (p<0. 01, Beta=0. 35) can predict the criterion variable (educational conflict) also, the target components and content cannot predict academic engagement alone. Conclusion: Considering that the perception of the curriculum components of the students can predict academic engagement, so, educational systems by adopting clear goals, up-to-date and efficient content, Active teaching methods, diverse and continuous evaluation can promote academic engagement.

Introduction: Due to the complexity of medical education and the importance of teaching in the field of medical sciences, it's necessary providing an appropriate context to prevail over this complexity and to develop interventions in educational issues. Communities of Practice (CoPs) are one of the strategies for developing appropriate interventions for medical training, which can help faculty members and students to prevail over complexities of medical education. So this research aimed to Identify and Rank Components of CoPs in Tabriz University of Medical Sciences. Methods: It was applied in terms of objective and descriptive-survey in terms of methodology. The population consisted of 802 faculty members of Tabriz University of Medical Sciences and the sample size was 210 people using a purposive sampling method among Dean of faculties, education and research managers, vice-chancellors of education and research and faculty members with academic ranking of (professor, associate professor, assistant professor) who participated in two or more workshops. The instrument was a researcher made questionnaire consisting of 35 items that its validity and reliability was conformed (CVR=0. 78, CVI=0. 92, α =0. 89, ICC=0. 92). Data were analyzed by Exploratory Factor Analysis and Friedman test using SPSS, Excel and Mont Carlo PCA. Results: Based on expletory factor analysis six components including participatory leadership; aims; formal and informal structure; boundary and size; and interactions were conformed. Results of Components ranking showed that participatory leadership was the most important component (mean rank=4. 60). Aims (mean rank=3. 86), informal structure (mean rank=3. 21), boundary and size (mean rank=3. 12) were located in subsequent rank. Interactions and formal structure were less important components (mean rank=3. 10). Conclusion: Based on the results, important components of CoPs including participatory leadership, aims and informal structure were identified to share knowledge and experiences among members. In this research, it was determined that the structure of these communities can be determined according to the formation approach, management styles, the type of participation of members, and the type and manner in which members are present in communities. The formal aspect of the structure of communities was also less important than the informal aspect.

Introduction: Teaching plays an effective role in efficiency of the educational system. The present study aimed to compare the rate of learning the lesson of gynecology and infertility among midwifery students by lecture and peer teaching methods and study students' viewpoints in this regards. Methods: this is a Quasi-experimental study. Population research was the undergraduate midwifery students of 5th semester in Yasuj University of medical sciences that 22 individuals selected lesson of gynecology and infertility indicated as sample. Half of the titles and contents of the lesson were taught by faculty members through lecture method and second half was taught by peers. The students were divided into 6 groups and each group participated in teaching a subject. At the end of the lecture, mid-term exam was performed also final exam after the peers teaching. The post-test was done at the end of each teaching session in both methods. The students' viewpoints were measured by a questionnaire at the end of both teaching methods. Data were analyzed using descriptive statistics and Paired t-test through SPSS. Results: The mean score of the mid-term exam was 29. 67± 4. 68 and the mean of the final exam score was 31. 3± 5. 40, without any significant difference (p=0. 14). The mean score of the lecture post-test was (6. 6± 1. 61) and the peer teaching post-test was (7. 71± 1. 31), with a significant difference (p=0. 002). Most students in the area of interest and participation in learning and the appropriate method of teaching selected peer-teaching and the area the principles of teaching lecture method selected lecture method and in the area of evaluating the content of the course, both methods were almost identical. Conclusion: According to research findings, the use of student-centered methods, such as peers teaching, is suggested as a complementary method of teaching theoretical courses along with lecture methods to increase students' motivation.

Introduction: medical universities are responsible of education and community health promotion and faculty members play an important role to achieve this goal. So, this research has been done with the aim of evaluating talent management process of faculty members. Methods: This is simultaneous and mixed method research. In quantitative section descriptive– survey method was used and 124 faculty members of Lorestan University of medical sciences selected as sample through cochran formula using stratified-random sampling method in 2017-2018. for gathering data Anbumathi &Chitra questionnaire was used. Validity and reliability was confirmed through factor analysis method and cronbach’ s alpha. Collected data were analyzed by one-sample T test, mixed variance analysis using SPSS and AMOS. In qualitative section, faculty members’ experiences were studied by phenomenology method, purposive sampling and theoretical saturation, instrument for collecting data was semi-structured interview which confirmed through trustworthiness, credibility and fitting strategy, data analyzed by content analysis(open coding, basic content, organized and general). Results: In quantitative section, faculty members’ satisfaction of dimensions of knowledge organization (2. 91± 0. 44), work environment (2. 59± 0. 39) and methods of human resource management (2. 97± 0. 47) was evaluated lower than mean. In qualitative section, basic content in 3 categories of organized contents (knowledge organization, work environment, methods of human resource management) was around general content of quality of talent management process, so quantitative results confirmed by qualitative results. Also, results show that all sub process of quantitative section was not confirmed by faculty members’ experiences. Conclusion: considering the dimensions of knowledge organization, work environment and methods of human resource management, improve quality of talent management process of faculty members in Lorestan university of medical sciences.

Introduction: Educational well-being is one of the most important factors affecting educational outcomes. The purpose of this study was to investigate the role of academic hope and perceived emotional support in predicting the academic well-being of medical students. Methods: This is a descriptive-analytic study of correlation type. Statistical population included all students of Yazd University of Medical Sciences (n=5363) during the academic year of 2017-2018. The sample size was 352 (47. 4% female and 53. 6% male) according to Morgan table and they were selected by cluster random sampling. The instruments used included the standard questionnaire for the education of Khormaei and Kamari, the perceived emotional support of Pourbirgani and colleagues, the well-being of Peitrin et al. Data were analyzed using Pearson correlation coefficient, multiple regression analysis, and independent t-test through SPSS. Results: The findings showed that there was a positive and significant relationship between the variables of academic hope and perceived emotional support with educational well-being (p<0. 05). On the other hand, the perceived emotional support variables (%18) hopefulness opportunities (%23), hope for the university's benefit (%27) and the hope of earning (%30) predicted variance of educational well-being respectively. In this regards, the results of independent groups showed that there was a significant difference between perceived emotional support of male and female students, so that the difference was in favor of girls (p<0. 001). Conclusion: According to the results of this study, academic hope and perceived emotional support play a significant role in the prediction of educational well-being So, It is suggested by addressing the fundamental needs of students through families and the community, the educational well-being of the students could be provided.

Introduction: critical thinking is one of the objectives of higher education and as key components of mental health in students. Therefore, this study aimed to evaluate the effectiveness of teaching critical thinking on tolerance of ambiguity and happiness in students. Methods: This is a semi-experimental study based on pre-test and post-test with control group. The statistical population was students of Lorestan University of Medical Sciences. The research sample consisted of 40 students in the academic year of 95-96 who were selected by sampling method and were randomly assigned to experimental and control groups. Before and after the implementation of Critical Thinking training, Oxford Awardley et al. (Happiness) and Tolerance of ambiguity questionnaire (Mccaine and Davy Dahl's Tolerance of ambiguity) were used to measure the emotional efficiency of tolerance of ambiguity and happiness both of them have acceptable validity and reliability. Critical thinking training for the experimental group was performed separately, 10 sessions of 90 minutes, at the end two groups had post-test. During this period, no training was performed for the control group. Finally, the data obtained from the pre-test and post-test scores of the intervention group and the control group analyzed using covariance analysis through SPSS. Results: Based on results, correlation coefficient of happiness and tolerance of ambiguity was (0. 119). The mean scores of students in happiness and tolerance of ambiguity were not significantly different in both the experimental and control groups, but the mean scores of post-test in control group about happiness was (39. 06) and tolerance of ambiguity was (38. 06) and the mean scores of post tests in experimental group about happiness was (62. 7) and tolerance of ambiguity was (62. 87) that showed a significant difference. (F=46. 96, P<0. 001). The results of this study showed that teaching critical thinking increased the tolerance of ambiguity and happiness in students. Conclusion: Considering that the use of critical thinking teaching has a positive effect on happiness and tolerance of ambiguity and it increases the happiness and tolerance of students' ambiguity, it is recommended to hold courses in this field in higher education centers.

Introduction: Keller's motivational educational design is an applied model for designing instruction that has emphasized on creating and reinforcing motivation in learners to improve learning. Therefore, the aim of this research is to study the relationship between this model and demographic characteristics in applying educational programs that are the goals of third-generation universities. Methods: This is a descriptive-analytic correlation type study. The statistical population consisted of all undergraduate students studying in the basic sciences of Iran University of Medical Sciences in the academic year of 96-97 so that 401 of them were selected through random hierarchical cluster sampling method. To collect data, Keller Motivation Questionnaire and Demographic Information Form were used. Validity and reliability of Keller motivation questionnaire was confirmed by content validity and Cronbach's alpha (0. 83) respectively. Data were analyzed using descriptive (Frequency distribution tables) and inferential (One Way ANOVA and T-Test) statistics methods by SPSS. Results: The results showed that in each of the demographic characteristics of students with gender Female (58. 6%), single (97. 3%), fathers with higher education (48. 8%) and employed mothers (53. 2%) with undergraduate and postgraduate education (38. 3%) who were residents of non-Tehran cities (53. 5%), were the most studied subjects and the Mean (standard deviation) Score of satisfaction component (20. 87± 3. 444) of Keller motivation in the whole of the study population was higher than other components. However, ANOVA showed that there was no significant correlation between any of the components of motivation, especially the satisfaction component with the demographic characteristics of gender (F=2. 987, P=0. 118), location status (F=2. 049, P=0. 591), father's education (F=0. 762, P=0. 467), mother's education (F=1. 153, P=0. 317), economic status (F=3. 050, P=0. 144), and mother's job status (F=2. 795, P=0. 063). Conclusion: The demographic factors studied in this study did not directly affect the motivational and educational processes of medical students. Therefore, officials and educational planners can consider other factors such as personality traits, self-efficacy and students’ positive beliefs in enhancing the effectiveness of educational design in flourishing of the capacities and potential of medical students.