Education Strategies in Medical Sciences
Year:2019 | Volume:12 | Issue:4|Papers Count:15

Introduction: Today, the development of critical thinking skills and disposition in universities are one of the most important goals of higher education. The aim of this study was to determine the critical thinking disposition among postgraduate students of Medical faculty in Ahvaz Jundishapur University of Medical Sciences in Iran, 2017. Method: In a descriptive cross-sectional study, critical thinking disposition of 215 postgraduate students were surveyed. The standard Rickets Critical Thinking Questionnaire Inventory (CTDI), which consisted of 33 questions, was used to measure students' critical thinking disposition. Data were analyzed by SPSS software using t-test, ANOVA and Pearson correlation coefficient. Results: The mean score of critical thinking disposition for postgraduate students was 127. 03± 10. 05. There was no significant difference between the mean score of critical thinking disposition gender and academic years (p>0. 05). Pearson correlation test showed significant relationship between critical thinking disposition and student’ s age (r=0. 174, p=0. 01). Conclusion: The results of the study showed that the rate of critical thinking disposition in postgraduate students is moderate and there were few students with a strong tendency toward critical thinking.

Introduction: The purpose of this research was to determine the relationship between selfefficacious beliefs, goals of progress and the learning strategies with academic achievement of students. Method: This study is a descriptive correlational study based on the purpose of the applied type and based on the data collection method. The population of the study consisted of all students in the area of Tabriz in the academic year of 2017-2018 (1, 400 students). From this society, 300 students were selected by multi-stage cluster sampling method. Then, questionnaire on spontaneous learning strategies, development goals questionnaire and self-efficacy beliefs questionnaire was applied to students. Students were also used to measure their academic achievement. To analyze the hypotheses, Pearson correlation and multiple regressions were used simultaneously. Results: The results of correlation coefficient showed that there is a relationship between self-efficacious beliefs and learning strategies (r = 0. 446), between self-efficacious beliefs and academic achievement (r = 0. 858), between goals of progression and learning strategies (r = 0. 752) and between progress and academic achievement (r =. 389). The results also showed that self-efficacious beliefs, goals of progress and learning strategies can significantly predict academic achievement (p <0. 01). Conclusion: This study has recommendations for psychologists, counselors, parents and teachers on academic achievement.

Introduction: Communication is the interaction between two individuals with a specific goal. The ability to communicate correctly is one of the basic skills in social life, which leads to human development. Today, medical science education is one of the purely theoretical training that is related to the goal of acquiring human and communication skills. It should be noted that establishing the correct relationship with clients and patients has some positive effects, such as improving vital signs, reducing pain and anxiety, and etc. Moreover, in case of communication impairment, it causes mistakes in diagnosis which ultimately leads to dissatisfaction of patients. The purpose of this study was to evaluate the level of communication skills of students in Qom University of Medical Sciences in 2017. Method: The current study is a cross-sectional analytical descriptive study. The statistical population was 281 students in a semester of 2017-2018 at Qom University of Medical Sciences. Data collection tools included a two-part questionnaire consisting of demographic information and standard communication skills in verbal, auditory and feedback areas. Finally, for data analysis, SPSS software version 21 was used, and Independent T-test, ANOVA and Pearson correlation coefficient were analyzed at a significance level less than 0. 05. Results: In this study, 38. 1% of the students were male, and 83. 3% were single. The mean and standard deviation of the students' age and average score were 21. 50 ± 3. 13 years, and 16. 98 ± 1. 53 respectively. In this study, 60. 5% (170 students) had good communication skills, and 38. 4% (108) had moderate communication skills. Independent t-test did not show a significant difference between the mean score of communication skills and its dimensions according to the location of residence (P>0. 05), but the Pearson correlation coefficient showed a significant correlation between the mean and the verbal dimension of communication skill (P=0. 045 and r=0. 143). Conclusion: The mean and standard deviation of the score in the verbal and auditory communication skills in terms of gender, showed a significant difference (P<0. 05), and the verbal skill level for female students is better than male students. It should also be noted that, as far as possible, effective workshops were used to increase student communication skills, which led to improving their communication skills. Because being successful in this field leads to be hopeful to education of today's medical students and future health guarantors.

Introduction: The purpose of the present study was to investigate the mediating roles of academic buoyancy and humor in the relationship between academic emotions and academic engagement. Method: The sample consisted of 332 post-graduate students. The research instruments included academic engagement questionnaire (Rio, 2013), achievement emotions questionnaire (Pekrun & et. al, 2002), epistemic curiosity questionnaire (Kashdan & et. al, 2009), measure of empathy and sympathy (Vossen & et. al, 2015), sense of humor questionnaire (Martin, 2001), and academic buoyancy questionnaire (Martin& Marsh, 2006). Results: The findings showed that all the relations were significant except relationship between behavior subscale and humor, academic engagement and humor, and hope to learning and humor. All of the path coefficients were significant except the path of humor to academic engagement. Thus, this path was omited from conceptual model and the path of humor to academic buoyancy was added to the model and the model was fitted once more. In first indirect path, academic buoyancy has the mediating significant role in the relationship between academic emotions and academic engagement. Moreover, humor has the mediating significant role in the relationship between academic emotions and academic buoyancy. Academic buoyancy has the mediating role in the relationship between humor and academic buoyancy, too. Conclusion: The elements of learning in post-graduate students are important. Therefore, universities should promote educational qualities.

Introduction: Motivation and self-education are the basis of learning and are one of the most important determinants of students' failure or success in school. Therefore, the present study was conducted to compare the effectiveness of self-regulation and problem-solving education on self-efficacy and academic motivation of 9th grade female students. Method: This quasi-experimental study was a pretest-posttest design with control group. The statistical population included all 9th grade girls in Bonab city, Iran. In this regard, 45 female high school students of 9th grade in Bonab citywere selected by cluster random sampling and randomly assigned to experimental and control groups. The members of the first experimental group received 8 sessions of problem-solving training and the second group attended 8 sessions of self-regulatory education (control) simultaneously with their regular classroom programs. The three groups responded to Valerand motivation questionnaire and Mccllroy Bunting selfefficacy in the pre-test and post-test stages. Data were analyzed using SPSS-21 software and covariance analysis. Results: Regarding to the effectiveness of self-regulation training on increasing self-efficacy and academic motivation of students toward problem-solving, counselors and psychologists can effectively increase self-efficacy and academic motivation of students through self-regulation skills. Conclusion: Effectiveness of self-regulation education on increasing self-efficacy and academic motivation The ratio of problem-solving method to increasing self-efficacy and academic motivation is obvious. Therefore, self-efficacy and academic motivation can actually be increased by applying self-regulatory skills

Introduction: The purpose of this study was to identify the problems of clinical instruction of medical residents of Alzahra medical center in Isfahan. Method: In this research, descriptive-survey method was used. The statistical population consisted of medical residents of Isfahan Al-Zahra Hospital. Sampling was done by simple random method. The data collection tool was a researcher-made questionnaire containing two parts of demographic questions and questions related to the research objectives. Content validity of the questionnaire was verified by 5 experts in the field of educational planning and its reliability coefficient was 0. 94 using Cronbach› s alpha coefficient. Results: Findings showed that the mean scores of teacher’ s related problems were 2. 76, which is less than average in comparison with the average of 3. The mean scores for the environment variable and facilities were 3. 23 and 3. 63, which in comparison with the mean 3 is higher than the average. Conclusion: Therefore, in resident’ s point of view, the problems related to the facilities of the hospital were more than the problems that are related to the professor, and it is essential that the deputy of support and training center of the hospital take all the necessary measures into account.

Introduction: The current research aimed to assess the effectiveness of strong kids’ socialemotional learning programme in the social-emotional competence, academic resiliency and sense of belonging to school of primary school students in Hamedan province affluent and deprived districts. Method: The study was carried out by following quasi-experimental unequal groups design. Four five-grade classes, purposively were chosen from deprived (2 classes) and affluent (2 classes) districts, and randomly assigned as control and experimental groups. As a pre-test, the social-emotional competence, academic resiliency and sense of belonging to school questionnaires were administered, followed by treatment which included 12 instructional sessions and covered strong kids’ social-emotional learning programme for the experimental groups which continued for three months. Finally, the data was analyzed using factor variance analysis as the assumption of covariance analysis were not met. Results: The results indicated that social-emotional competence, academic resiliency and sense of belonging to school are higher in experimental groups than those of control groups. In addition, it was found that strong kids’ social– emotional instruction influenced social-emotional competence and academic resiliency among the deprived district’ s students were more than those of rich district students. However, there was not observed a meaningful difference among the subjects in the affluent and deprived areas in sense of belonging to school. Conclusion: Whereas the strong kid's program in Iran has social validity, it is hoped that this program will be used to improve the social-emotional competence, academic resiliency and sense of belonging to school.

Introduction: Emotional intelligence (EI) refers to a collection of skills such as self-control, determination, self-motivation and sensitivity to the feelings of others. During the last two decades this new dimension of intelligence has received much attention as being more responsible for professional success than the Intelligence Quotient (IQ), the traditionally used measure of intelligence. Clinical training is recognized as a stressful education that often exerts a negative effect on the academic performance of students. Considering the effect of emotional intelligence on different aspects of life, the aim of this study was to determine the correlation between emotional intelligence and stress-coping strategies among paramedical students. Method: The cross sectional study was performed on 266 students of paramedical school who had passed at least one clinical course. Data gathering tool was emotional intelligence questionnaire and stress-coping strategy questionnaire. Results: Most of the participant were female (66/2 %). The mean score for emotional intelligence for medical students was 113/9 with the range of 6-168. According to the results, there were positive correlation between emotional intelligence and problem solving strategy. Conclusion: Emotional intelligence skill training can help students to choose effective stresscoping strategy to overcome their stress.

Intruduacton: The purpose of this study was to investigate the role of moderating social achievement goals orientations in relation to educational climate and academic vitality in students. Method: The research method was descriptive correlational. The statistical population of the study consisted of all undergraduate nursing students of Tabriz University of Medical Sciences and was selected by simple random sampling method (249 people). Data was collected using a questionnaire of academic vitality, educational atmosphere, and social achievement goals. For data analysis, SPSS software and descriptive statistics (mean and standard deviation) and inferential statistics (correlation coefficient and moderator regression) were used. Results: There was a significant relationship between educational atmosphere and academic vitality. Social performance-approach goal and social mastery goal orientations negatively affect the relationship between educational climate and academic vitality. The Social performance – avoidance goal have played a moderating role by positively influence this relationship. Conclusion: Having a social performance-approach goal and social mastery goal orientations, regardless of the status of the educational climate, the students will pursue their goals with vitality, and if a student has social performance – avoidance goal orientation, he would be influenced by the educational atmosphere. Having performance avoidance orientation, their educational vitality would completely affected by education climate.

Introduction: Success in learning is influenced by the learning environment. The purpose of this study was to investigate the relationships between perception of classroom environment and academic teacher-regulation with academic performance through self-regulation learning in sixth grade elementary students. Method: The design of this research was a correlation model with a structural equation modeling approach. Statistical analysis was performed using AMOS and SPSS softwares. The statistical population of this study was all students of the sixth grade in elementary schools of Miandoab city and the sample size was 365 students in the academic year of 2017-18. Students completed questionnaires of perception from the classroom, academic teacher-regulation, self-regulation in learning, and average grades of the first semester was used for academic performance. Results: The results of the structural equation modeling model showed that academic performance directly influences the perception of the classroom environment and academic teacher-regulation and indirectly through the mediation of self-regulation learning. The findings of the research showed that the proposed model is fitted with data and fit indexes in a significant range in all the paths of the model. Conclusion: Providing a suitable educational environment and applying the academic teacherregulation skills to support self-regulated learning can help improve student’ s academic performance.

Introduction: Among human resources, the role of leadership is more privileged and more prominent than others, so it can be said that the success of an organization depends to a large extent on the efficiency of management and leadership. The present study aims to explain the main factors shaping and establishing the creative leadership of managers. Method: This study was carried out within the framework of qualitative approach by the grounded theory methodology. In qualitative and in the first stage, based on the data theory of the foundation, 14 competent experts and managers of the education field were interviewed using a targeted sampling method. The data of this section were collected using semi-structured interview technique and reviewing of published documents. Data analysis was conducted using the qualitative analysis software (MAXQDA) based on the Strauss and Carbine systematic approach in three stages of open, axial and selective coding. Results: The process of developing creative leadership in schools and inferring about the relationships between them was obtained. Dimensions of the paradigmatic pattern including four general categories of fundamentals (managerial maturity, creativity development), causative conditions (knowledge, knowledge development, culture), practical strategies (localization, functional flexibility), and axial categories (creativity, creativity, and empowerment) were obtained. Conclusion: Due to the fact that some of the proposed factors are based on the experts point of view, it may be suggested to future researchers that, given the innovative nature of the creative leadership structure, they would be examined in detail the implications of the implementation of these factors, such as: the educational programs based on creative leadership development must have a longitudinal property and associate with practice and activity.

Introduction: Considering the developments of the third millennium in the field of health, building the ability of interprofessional collaboration and teamwork among students is one of the most important tasks of educational organizations. The aim of this study was to investigate the effectiveness of the educational workshop based on interprofessional approach to change the attitudes of health science students toward interprofessional learning and collaboration. Methods: Quasi-experimental study was done in 2018 at Baqiyatallah University of Medical Sciences. Sixty-five medical and nursing students participated in this study. Primary sampling was done by available method, and then the samples were randomly assigned to two groups of control and experimental. The intervention was developed as an interactive workshop based on interprofessional approach with educational content of communication and interprofessional collaboration. Data were gathered using readiness and attitude to interprofessional learning scale (RIPLS) with reliability 0. 8, and was analyzed with SPSS 22 software. Results: There was no significant difference between the two groups regarding the attitude toward interprofessional learning and collaboration before intervention (p>0. 05). After intervention, the Students’ attitude was in the experimental group with a mean of 80. 8 and standard deviation of 8. 59 and control group with a mean of 59. 72 and standard deviation of 8. 29. So, significant difference was observed between the two groups (P < 0. 001). Conclusion: Results indicate the availability of an appropriate motivation and perspective for integrating interprofessional education in health sciences. Educational organizations, for empowerment labor for responding to present and future generation health needs, should design and implement interprofessional education in the field of health from now on.

Introduction: Emotional freedom is a new technique based on acupuncture and cognitive therapy that plays a significant role in mitigating energy disorders in body and helping to improve individual health. The present study aimed at determination of the effectiveness of the emotional freedom technique (EFT) on decreasing anxiety and increasing psychological well-being of students. Methods: In this research, a semi-experimental design with pretest-posttest and control group was used. For this purpose, a total of 30 out of 325 students were selected from Parsabad Moghan Branch, Islamic Azad University (Parsabad Moghan Town, Iran). The selected subjects who had a higher score in anxiety test were divided into experimental and control groups. The EFT was guided for experimental group for 8 sessions. Participants of these two groups completed the Catell’ s anxiety questionnaire and Reef’ s psychological well-being questionnaire in two steps (before and after therapy). For data analysis, multivariate covariance analysis was used. Results: The results showed that the EFT decreases anxiety and increases psychological wellbeing. Conclusion: The EFT as a short, fast, and self-help practice with the re-enthusiastic flow of blocked energy in the body, replaces negative thoughts by positive thoughts, reduces anxiety and increases psychological well-being. Therefore, EFT is suggested to be used as an effective and very short term (2 minutes) method to reduce the anxiety and promote the psychological well-being of students.

Introduction: Regarding the importance of academic education, the researchers of academic education are searching the ways for promoting the quality of education. One of the most important indicators of students training quality is academic engagement. One of the effective factors on the academic engagement is using the self-regulatory learning strategies and academic self efficiacy. Methods: In this descriptive and correlative study, 350 students of Zanjan medical sciences university at the second semester of 2018-19 participated in the research and they selected by the categorical random sampling. The available tools in this research includes academic engagement questionnaire (Reeve, 2013), self-regulatory learning strategies questionnaire MSLQ (Pintrich & De Groot, 1990) and collegians academic self efficacy scales CASES (Owen & Froman, 1988). After calculating the validity and reliability of tools, the questionnaires were distributed and data analysis by presenting a hypothesis model and assessing the relations was done by using structural equation pattern and also by using LISREL 8. 8 and SPSS 24 softwares. Results: The findings of this research expresses the fitting of the model and verifying the hypothesis of the research. Generally, the suggested model showed that the self-regulatory learning strategies has directly positive relation with academic engagement. Moreover, through the academic self-efficacy interface (indirectly) it has a positive relation with academic engagement. According to the results, the value of RMSEA is 0. 052 and the indices of IFI, GFI, NFI, CFI are 0. 95, 0. 93, 0. 91, 0. 96 respectively which presents the high fitting of the model. Conclusions: In regards to the obtained results, we can say that by establishing the training courses of the learning self-regulatory and academic self-efficiacy for the students in the universities, we could help increasing their academic engagement.

Introduction: Considering the importance of successful intelligence and wisdom, the purpose of this study was to investigate the relationship between intelligence and wisdom with learning English in male and female learners. Methods: This research is descriptive and correlational. In this research, the statistical population includes all the English language learners(girls and boys) from Ghaemshahr, Babol and Sari cities, in 2018. From the 625 learners, 351 of them were boys and 274 of them were girls who selected by cluster sampling. The research instruments were Sternberg's successful intelligence questionnaire and wisdom scale questionnaire (3D-WS) developed by Ardelt. Results: Pearson's correlation method was used to analyze the results. In general, the findings of this study showed that there is a significant relationship between successful intelligence and wisdom in increasing the learning skills of English learners (P <0. 01). Conclusion: The results of this study showed that there is a positive relation between successful intelligence and wisdom with learning English. The results suggest some techniques in order to increase the quality of education at four main skills in learning English.