Education Strategies in Medical Sciences
Year:2019 | Volume:12 | Issue:1|Papers Count:21

Introduction: The use of new technologies in education is one of the topics that has attracted the attention of educational experts in the past two decades. The purpose of this study was to investigate the effect of Instructional Model enriched with Assistive Technology on learning of Students with Physical-Motor Impairments in English classes. Methods: The research method is semi-experimental with pre-test and post-test design in control group. The statistical population included all boy students with Physical-Motor who were studying in Tehran. With regard to the low numbers of the population, a purposeful sampling method in the form of available, was selected to study on 16 students with physical-motor Impairments in the 7th grade of primary school in the academic year of 2017-2018 in Imam Ali (AS) Educational complex in Tehran. The data collection tool was a specialist learning test. To evaluate the content validity of the tool, two indicators of the content validity scale (1975) and content validity index (Waltz and Bassel, 1981) were used. Also, the reliability of the test was 0. 88 by Cronbach's alpha. It was shown that the test was of good reliability. The experimental group was trained in six sessions using an Instructional Model enriched with Assistive technologies (online and offline), and the control group was trained in the usual way. In the online section, we utilized the Quays website, and in the offline section, we applied the English language course software. For analyzing the data, statistical methods were used at both levels of descriptive (central and scatter plot) and inferential (covariance analysis and t test). Results: The results showed that after adjusting the pre-test scores, there is a significant difference between the experimental group and the control group in the educational satisfaction variable; therefore, the results of this research, in line with other researches, show the positive role of using Assistive Technologies to increase students' Achievement Satisfaction with physical-motor Impairments. Conclusions: Based on the findings of this research, it can be suggested that this model be used as an implementation strategy for one of the major objectives in the fundamental study of education, "the smart use of modern technologies in the public education system based on the Islamic criteria system. "

Introduction: Investigate the effectiveness of training social and emotional skills on improving interpersonal relationships among students Methods: A quasi-experimental design was a pre-test, post-test and control group. The statistical population of this study was all students of Secondary School in Kaleybar in the academic year of 2017-2018. From this community, 44 students in two groups of experimental (22 students) and control (22 students) were selected by cluster sampling method. They were selected as multi-stage. At first, a high school was selected randomly from among the schools in Kaleybar. In the second stage of the school, two classes of secondary school were randomly selected and examined. The interpersonal relationship questionnaire was first used as a pretest and then the experimental group received social and emotional skills and the control group received no intervention. After performing social and emotional skills training, again the interpersonal relationship questionnaire was studied on students. To analyze the data, a difficult questionnaire was used in the interpersonal relationships and educational package of social and emotional skills. Data analysis was performed by multivariate analysis of covariance. Results: The results of this study showed that social and emotional skills training influences the interpersonal relationships of students and reduces interpersonal problems in students. Conclusions: Therefore, teaching social skills and emotional skills on reducing interpersonal problems in students is recommended.

Introduction: Study period is time that can accompany people with anxiety challenges and affect their academic performance, so effective interpersonal communication skills training can make this course more effective. Therefore, the purpose of this study was to investigate effectiveness of effective interpersonal communication training on cognitive-emotional regulation, academic vitality and psychological hardiness of nursing students in Islamic Azad University of Ahvaz Branch. Methods: This study was a semi-experimental pre-test and post-test with control group. The population included all nursing students of Islamic Azad University of Ahvaz branch in 2015-16 academic years. From them 40 Pearson were selected through simple convenience sampling method. To collect data, Cognitive-Emotional Regulation Questionnaire, Academic Vitality Questionnaire and Psychological Hardiness Questionnaire were used. The experimental group received training on interpersonal communication in 8 sessions of 90 minutes. Results: Multivariate analysis of Covariance (MANCOVA) results showed that the mean scores of adjustable cognitive emotion regulation (F = 21. 14; P = 0. 004), inconsistent cognitive emotion regulation (F = 16. 75; P = 0. 004), academic vitality (F = 32. 11; P = 0. 002) and psychological hardiness (F = 14. 77; P = 0. 001) were significantly different in the pretest and post-test of the two groups. Conclusions: This study showed that effective interpersonal communication education has an impact on improving the cognitive adjustment of emotion-oriented adjustment, academic vitality and psychological hardiness and reducing the maladaptive cognitive-emotional regulation of nursing students. Based on this, education professionals should pay close attention to developing interpersonal communication skills as curriculum in order to improve mental health of students.

Introduction: Self-directed learning development and promotion is one of the major goals of higher education. Since the students are expected to reach a level of individual competence at which they can detect and meet their educational needs without necessarily being in a special educational system and ultimately they can evaluate their learning. The purpose of this study was to validate the self-directed learning ability scale in nursing students. Methods: This descriptive study included the nursing students of the Nursing and Midwifery Faculty of Mashhad in 2016-2017. Among the samples 210 were randomly selected. Data was collected using Chang selfdirected learning ability questionnaire. Content validity of the questionnaire was confirmed by experts. For verifying reliability, we measured internal consistency and for verifying and testing factorial structure, we used confirmatory factor analysis. Results: Content and construct validity and the internal consistency (Cronbach's alpha) were studied. The content validity assessment of the Stigma Scale was done by professional experts (n = 10). Confirmatory Factor Analysis (CFA) showed that the four-factor model demonstrated a superior fit to the data. Cronbach’ s alpha coefficient (0. 916) indicated a good consistency for the Self-directed learning Scale. Conclusions: The results showed that the ability scale for self-directed learning in Chang et al. 's learning has the validity and reliability necessary to identify self-directed learning.

Introduction: Academic resilience is one of the most important factors affecting educational out comes. The purpose of this study was to develop a model of educational resilience of medical students. Methods: The research method was descriptive and was a structural equation model. The sample consisted of 433 undergraduate students selected by simple random sampling method and selected from among students of Lorestan University. The religious orientation, academic satisfaction, academic engagement and academic resilience were completed by the participants. Data were analyzed by structural equation analysis with AMOS22 software. Results: The results showed that the initial model has a favorable fit. In this study, all direct and indirect paths were significant except for direct religious orientation on educational conflict. Conclusions: Therefore, in developing educational programs to study the status of academic resilience, it is better to examine the religious orientation, academic engagement and academic optimism.

Introduction: Academic burnout and research procrastination are among the major problems of academic systems. Several factors can contribute to the formation of academic burnout and research procrastination. Therefore, this study was conducted with the aim of studying the role of class management in explaining academic burnout and research procrastination of medical students. Methods: The research method is descriptive-correlation. The statistical community includes all Hamedan Medical science Students 384 people using simple random sampling method were selected as the statistical sample. To collect the research data from three standard questionnaire class management, academic burnout and research procrastination research data after collecting by using pearson correlation coefficient and Structural Equation Modeling in SPSS and LISREL software. Results: The results showed that the relationship between class management with research procrastination (-0. 24) with statistics of-3/18 in the significant level 0. 01 is negative and significant. The relationship between class management with academic burnout (-0. 38) with statistics of-3/42 in the significant level, 0. 01 is negative and significant. Conclusions: Based on the results, it can be argued that classroom management can be used to reduce the research procrastination and academic burnout of students. As a result, universities need to focus on classroom management techniques to empower faculty members to meet the new requirements of the academic system.

Introduction: The purpose of the present study was to identify the effective factors in academic immorality among students studying at Farhangian University. Methods: The statistical population of the study consisted of students Farhangian University of Khorramabad. 15students were selected as the sample of the study using purposeful sampling and also theoretical saturation. Data extracted from semi-structured interviews, were analyzed using coding and extraction of main and minor themes. Results: The findings of the research showed that the teaching staff included: the way of dealing with the teaching staff and academic position of the professors, university facilities including nutrition and university facilities, the contents of the courses include: content compatibility, future use and the content of specialized courses, friends and related issues Students themselves, as well as issues related to the policies of the University of Cultural Studies, include: Occupational policy and the policy of conducting classes are among the factors contributing to the students' academic immaturity. Conclusions: The findings of the research can be considered as part of the reform programs of the University of Cultural Studies in order to eliminate students' academic immensity.

Introduction: The purpose of this study was to develop a self-determination educational package and determine its effectiveness on Self-Directed Learning and Decision making Styles of high school students. Methods: The research method was semi-experimental with pre-test, post-test with the control group and follow up. At first, self-determination educational package was compiled using library studies, then the rate of content validity ratio (CVR) and content validity index (CVI) was determined by the experts. Using a multistage cluster random sampling method, a 22-members class and a 20-members class of 10th grade empirical science filed were assigned to the experimental group and the control group, respectively, that experimental group had 2 students drop. The experimental group received an educational package in eight 90-minute sessions, and the control group did not receive any education. The findings were analysed using covariance analysis and repeated measures analysis of variance. Results: The content validity index (CVI) for all goals in the educational package was 0. 9 to 1, and the content validity ratio (CVR) for all goals in the educational protocol was 0. 8 to 1. Findings showed that the selfdetermination educational package had the most effectiveness in Self-Directed Learning variable, respectively in planning and implementation, learning motivation, Self-Monitoring and then interpersonal communication. Regarding the decision-making Styles, the greatest change was observed respectively in Spontaneous, rational, and then Intuitive decision-making Style of students. Moreover, no meaningful difference between post-test and follow-up was detected, which reveals the stability of learning effects. Conclusions: Self-determination educational package has the potency to promote Self-Directed learning skills, as well as reduce the level of Spontaneous decisions and increase the level of logical decisions of high school students.

Introduction: Clinical education is the heart of nursing education. One of the challenges of clinical education is the lack of clarity of the relationship between theoretical education and clinical training. On the other hand, peer teaching can be a supplementary tool in clinical skills training. Therefore, this study examine the effect of early clinical exposure in peer assisted learning on the clinical practice of nursing students. Methods: In this semi-experimental study, 28 freshmen nursing students studying in Iranshahr University were selected and assigned to two groups of instructor teaching and peer teaching. The data collection tool was a clinical skill checklist which was completed based on observations before and after training. The collected data were analyzed using descriptive statistics, chi-square test, and independent and paired samples t-tests. Results: No significant difference was found between two groups regarding the age, sex and grade of point (P = 0. 08). After training, the score of clinical skills was 5. 63 ± 0. 45 in instructor group and 6. 11± 0. 5 in peer group, and there was found a significant difference between groups (P < 0. 05). The results of this study showed that students in peer teaching group performance better in comparison instructor group. Students' satisfaction with attendance in hospital with peer teaching was higher. Conclusions: Exposing students with a real clinical environment will allow students to get a better view of nursing. If this experience is brought about by peers, they will improve their clinical education.

Introduction: The cloud computing and services, as a technological solution for developing educational services, can accelerate the provision and expansion of these highly useful services. This study intended to provide an overall picture of practical areas of learning services based on cloud computing teaching and learning equipment. Methods: This was a theoretical hybrid research study in which a series of semi-structured interviews were conducted on organizational teaching and learning experts in order to identify the collection and elements of cloud-computing-based learning services. The participants were selected during the interviews via the theoretical sampling. Results: The interviews were organized using the open coding method. The test-retest reliability method was used to calculate the coding reliability of specialized interviews, and the PAQ was equal to 0. 83, indicating the high internal consistency. In the second stage, the IM and ISM methods were used to cohere data and determine the relationship of the teaching and learning services based on cloud computing. In the third (quantitative) stage, the analytic hierarchy process (AHP) and Expert Choice were used to weight these series of teaching and learning services. Conclusions: Based on the consensus of opinions, a comprehensive model of cloud-computing-based learning services was developed. Its major components in order of importance were learning management support (0. 247), teaching support (0. 208), teaching and learning tools (0. 207), secondary teaching and learning support (0. 206), and pre-teaching and pre-learning support and learner analysis (0. 066).

Introduction: What influences the student's academic achievement and success, or the extent of the contribution and participation of each factor, has always been an area of interest to scholars and educational psychologists. This study investigated Achievement Motivation as a mediator of the relationship between Test Anxiety and Academic Procrastination with Academic Achievement between Test Anxiety and Locus of Control. Methods: Correlation studies based on structural equation modeling technique, in particular regression equations (combining path analysis and factor analysis second). A total of 508 students (255 boys and 253 girls) were selected by simple random sampling. Herman’ s achievement motivation inventory, Test Anxiety Questionnaire and Academic Procrastination Scale (Solomon & Rohblum) were used to collect data. GPA was as academic achievement. Results: The results showed that the research model was confirmed and in general, 0. 31 of academic achievement can be explained by achievement motivation, test anxiety and Academic Procrastination. Conclusions: So with decrease of Test Anxiety and Academic Procrastination Scale can increase achievement motivation in students and improve academic achievement.

Introduction: The importance and necessity of designing a conceptual model of curriculum is one of the important issues in the educational system of a country. Given the current status of the education system, which does not use a comprehensive model concept at all levels to design and formulate a curriculum, therefore, this descriptive study provides a comprehensive conceptual framework. Methods: In this research, a qualitative research method and type of research synthesis which is one of the methods of research in the curriculum is used. Three main steps have been used in this method. The sources studied are all books and other resources that have an impact on the design of the conceptual model. Results: In this study, the definitions of the curriculum, its levels, the role of decision makers and the curriculum stages (design, implementation and evaluation) that have been studied with regard to the research questions have been studied. Each key word and its role in designing the conceptual model of curriculum has been addressed. Conclusions: At the end, a conceptual model of curriculum is designed in which all the important elements and components of a curriculum pattern are studied. On the other hand, the use of this template for all formal and informal, long-term and short-term, fixed and variable periods is subject to use by general and specific audiences.

Introduction: Educational life is one of the most important periods of life that is associated with well-being, with greater growth and progress. The purpose of this study was to investigate the effectiveness of school-based positive-positive psychological interventions on the social and behavioral levels of students' educational wellbeing. Methods: 64 female primary school students of Arak high school were randomly selected and randomly assigned to the experimental and control groups. The research method was semi-experimental with pretest-posttest design with control group. The experimental group received 10 sessions for 1. 5 hours of positive school-based intervention. The subjects responded to active participation (Wang &Vilt & skeletal), compatibility (Sinha & Singh) and Academic burnout (Scafelli& Bersu & Salanova) questionnaires, before and after the intervention. Results: The results of covariance analysis showed that the results of active participation in school, adaptability and academic efficiency in the experimental group were more than the control group, and the emotional exhaustion, pessimism and burnout scores in the experimental group were less than the control group. Conclusions: The effectiveness of teaching the concepts of school-based positive psychology on the social and behavioral levels of educational well-being, adolescents are advised to develop these concepts for improving interpersonal relationships and adapting to the educational environment and preventing dropping or leaving to study.

Introduction: Test anxiety is one of the Psychological-educational problems that has a higher prevalence in female students. Psychological factors can play a role in explaining the test anxiety. The aim of current research was to investigate the Role of Integrative Self-knowledge, Experiential Avoidance and Self-Compassion in Test Anxiety of female Students. Methods: This research method was correlation. 171 female Students of Shahid Chamran University of Ahvaz were selected through Voluntary sampling method and responded to Test Anxiety, Integrative Self-knowledge, Experiential Avoidance and Self-Compassion Questionnaires. The gathered data were analyzed by Pearson correlation coefficient and stepwise regression. Results: The findings showed that there is a negative correlation between Integrative Self-knowledge and Self-Compassion with Test Anxiety (P>0. 01). There is a positive correlation between Experiential Avoidance with Test Anxiety (P < 0. 01). Also Among the predictor variables, Integrative Self-knowledge and Experiential Avoidance had the predictive power for test anxiety in female students (P<0. 01). Conclusions: The findings of this study indicate the importance of psychological factors in explaining the test anxiety. Therefore, paying attention to these factors, especially Integrative Self-knowledge and Experiential Avoidance play an important role in reducing the test anxiety of female students.

Introduction: The proper communication and interaction with the human resources in the organization for the purpose of carrying out the planned activities will lead to the achievement of goals and the survival and balance and organizational development. One of the most important factors influencing the integrated activities of human resources in organizations is the level of trust and acceptance that employees have towards their managers and organizations. The purpose of this study was to investigate the effect of genuine leadership on organizational virtue with the mediation of psychological capital among employees of Lorestan University. Methods: The research method is descriptive correlation model based on structural equation modeling. The statistical population consisted of all the staff of Lorestan University. The sample size was 210 using random sampling using Krejcy and Morgan tables. Data were collected using standard questionnaire of genuine leadership, organizational virtue and psychological well-being. Data was analyzed using software spss18 and Pearson Correlation Coefficient, lisrel software. Results: The direct effect of genuine leadership on organizational virtue (β = 0. 32, t = 72. 3) was significant at the level (P = 0. 5). Also, the direct effect of the original variable on psychological capital (β =. 33, t = 33. 6) was significant at the level (P = 0. 5). The direct effect of psychological capital on organizational virtue (β = 0. 40, t = 0. 44) was significant at the level (P = 0. 5). The indirect effect of the noble leadership on organizational virtue with the mediating role of psychological capital (β = 55. 16, t = 0. 28) was significant at the level (P =. 5). The fitting of the prediction model for research variables is relatively good (X2/DF = 2. 133), indicating the alignment of the fitted model with the research community. Because the Chi-Square/Df of less than 3 represents the fit of the model. Conclusions: Based on research findings, the noble leadership influences organizational virtue with the role of mediator of psychological capital among the staff of the University of Lorestan. Therefore, it is suggested that university administrators develop and strengthen the attitude of genuine leadership in the organization and emphasize the virtue and promotion and self-awareness of their employees, and their employees as a major organizational capital.

Introduction: Professional ethics has always been one of the main goals of the educational system. Educational instructors found that professional-level planning is a way to prepare graduates for a changing field. Methods: This current qualitative study was conducted with a grounded theory approach in the fall of 1397 on 24 educators and teachers of the University of Farhangian by targeted sampling and up to saturation data and observing the confidentiality of the information and the possibility of leaving the study whenever Willing to continue, the data collection method was carried out through a semi-structured interview; Huber data was analyzed based on Strauss & Corbin method. Results: Generally, seven main categories and eight subclasses were created. Finally, six themes from these classes were extracted under the titles of individual factors, organizational factors, social factors, global factors, and scientific factors affecting professional ethics. Conclusions: Findings of this study showed that considering different factors in the formation of professional ethics, a special attention is paid to professional ethics as one of the main pillars of the growth and excellence of work efficiency in different sectors. Education officials and educators have taken great care to highlight future plans for education and universities. This should be given special attention to the students of the University of Cultural Sciences, because these students will enter the Jirga of Education in the near future and if they are not trained and undeveloped, they will have irreparable blows on generations. Next will arrive.

Introduction: Anxiety is a psychological disorder, which cognition of its causes is essential. The aim of this study was to examine of emotional regulation difficulties and negative automatic thoughts in the prediction of students' anxiety Islamic Azad University, Bukan Branch. Methods: The method used is descriptive-correlation. The statistical population of this study includes all of college students Islamic Azad University, Bukan Branch city in the academic year of 2017-2018, from which a sample of 325 students were selected by convenience sampling. In the present study, difficulty of emotion regulation Scale (DERS), negative automatic thoughts and anxiety inventory were employed to gather the required data. Data was analyzed in SPSS 20 software using Pearson Correlation Coefficient, and Stepwise Regression test. Results: According to the results of Pearson correlation coefficient, there is a positive and significant relationship between emotional regulation difficulties and negative automatic thoughts with students' anxiety (P <0. 01). As well as the results indicated that predicted 23% of the variance of Anxiety by negative automatic thoughts and emotional regulation difficulties. Conclusions: Regarding the results, Anxiety is predictable based on the emotional regulation difficulties and negative automatic thoughts. Therefore, teaching emotional regulation strategies and control of negative automatic thoughts is necessary to increase mental health and reduce students' anxiety.

Introduction: The goal of this investigation is the study of role of lifestyle raises health in the quality of school life and academic adaptation of secondary students of Karaj education from forth area. Methods: Statistical population included 14906 secondary students of Karaj education from forth area that they used Kokaran formula and 370 people were selected. The method of sampling was random cluster. The research method is descriptive from kid of correlational. The data gathering tool is includes Three standard questionnaire lifestyle raises health questionnaire they walker and colleagues (1987), and also the quality of school life of soltanis and colleagues (1390), and then academic adaptation questionnaire Bayker and Seryak (1984) was used. Results: The data of this research showed that there is a positive and meaningful relationship between the lifestyle raises health and its proportions like (nutrition, sport, acceptance of responsibility about health, managing stress, interpersonal support, and self actualisation) in the quality of school life and academic adaptation of secondary students from forth area of Karaj. Conclusions: The result showed that all of these proportions; (nutrition, sport, acceptance of responsibility about health, managing stress, interpersonal support, and self-actualization) are able to predict the quality of life school 81 and academic adaptation 86 of secondary students from forth area of Karaj. Hence it is recommended that of results this research applid in promotion of the quality of life school and academic adaptation of secondary students.

Introduction: The purpose of this study was to determine the effect of training of self-regulation strategies on students' mathematical and memory performance. Methods: The research method was semi-experimental with the design of non-equivalent control groups. The statistical population of this study was all 167 female students of the 11th grade of human science major in high school of Khodabandeh in the academic year of 1396-1397, of which 40 students were random cluster selected as a sample and were divided into two groups: experimental and witness. The evaluation equivalent form tests of verbal and mathematical memory were used to evaluate the mathematical and memory performance. The experimental group was trained for 13 sessions by self-regulatory strategies, but the witness group did not receive any training on self-regulation strategies. Both groups respond to the examinations immediately before training, immediately after training and follow up stage of 4 months. The mixed variance was used to analyze the data. Results: The results showed that there was a significant difference between the experimental and witness groups in the post-test and follow-up stages in terms of math and memory tests. The experimental group had maintained its superiority in math and memory performance after 4 months. Conclusions: Self-regulation strategies have learning and teaching capabilities and their effects are sustainable over time.

Introduction: In the competitive business environment, organizational performance is tied with modern methods of marketing and branding. On the other hand, researchers admit that observance of ethical considerations by organizations is a critical factor in positive perception of the organization and its performance. Accordingly, this study was conducted to evaluate the role of ethical branding on performance indicators of Kerman University of Medical Science and Faculty members. Methods: The research method is descriptive and correlation. The research population includes faculty members of Kerman University of Medical Sciences is 402. with using Morgan table, 196 people were selected by stratified random sampling method. Data analysis done in two level of descriptive statistics (mean and standard deviation) and inferential statistics (correlation coefficient and regression) and structural equation modeling using SPSS and smart PLS software. Results: The results showed a significant positive correlation between ethical branding & performance indicators in Kerman university of Medical Sciences. Conclusions: Also the regression analysis and structural equation modeling showed that ethical branding and its components effect on organizational performance and the impact of ethical branding in the service level and in the corporate level on performance indicators is almost identical.

Introduction: In recent years, educators and educational psychologists have come to believe that students' expectations and beliefs about their abilities play a key role in their academic achievement. The purpose of this study was to explain the academic self-efficacy based on personality traits that mediates academic stress in students. Methods: The present research is descriptive and correlational. The research community is the second-grade secondary school students of Yazd, of which 474 Students (186 boys and 288 girls) were selected by cluster random sampling and responded to a questionnaire of academic self-efficacy, a short form of a questionnaire of five major factors and a questionnaire on academic stress. Data were analyzed using structural equation modeling. Results: The results of the direct effect of agreement and openness on experience on academic self-efficacy and the direct effect of psychosocialism, task-orientedness and openness to experience on academic stress and the effect of academic stress on academic self-efficacy were confirmed. These results also showed that academic stress has a mediator role between personality traits, task-orientedness, openness to experience and psychosocialism and academic self-efficacy. Conclusions: In general, it can be concluded that personality traits lead to an increase in academic self-efficacy in students by reducing academic stress in facing stressful issues.