Background: Students are a significant source of data for the evaluation of clinical instructors’ performance. This study was undertaken with the aim of adaptation and validation of the Persian version of the Maastricht Clinical Teaching Questionnaire (MCTQ). The main objective of the researchers in this study was to evaluation the psychometric properties of the Persian version of the Maastricht Clinical Training Questionnaire (P-MCTQ) in Iran, considering cultural and social differences. Materials and Methods: This methodological study was conducted from 2019 to 2021 at four teaching hospitals affiliated with Sabzevar University of Medical Sciences, Iran. Qualitative and quantitative face and content validity, and construct validity methods were used for the validity evaluation. Stability and internal consistency methods were used, respectively, for the reliability evaluation of the questionnaire. Exploratory Factor Analysis (EFA) stage, 264 students studying in the fields of nursing, midwifery, anesthesiology, operating room, emergency medicine, and laboratory sciences completed the P-MCTQ. Results: The value of scale-content validity index (0. 92) is indicative of the overall content validity of the questionnaire. EFA extracted a single-factor structure that could explain the overall variance of the clinical education structure at about 76. 61%. The alfa and intraclass correlation values were equal to 0. 98 and 0. 82, respectively, indicating the excellent internal consistency and high overall stability of the questionnaire. Conclusions: The P-MCTQ is a valid and reliable tool for the evaluation of the teaching performance of clinical instructors.

BACKGROUND: The Maastricht Clinical Teaching Questionnaire is a valid and reliable instrument for measuring the quality of clinical teaching. This study was aimed at translation and psychometric evaluation of the Persian version of this questionnaire to evaluate clinical teaching based on the cognitive apprenticeship model. MATERIALS AND METHODS: The translation of the questionnaire was performed according to Guillemins framework. Reliability was examined by calculating Cronbach's alpha coefficient. Confirmatory factor analysis was studied among 120 medical students. Content validity was assessed by calculating the content validity index and content validity ratio. Face validity was evaluated by conducting interviews with students using concurrent verbal probing and thinking aloud. RESULTS: Cronbach's alpha coefficient for the whole scale was 0. 95. The content validity index was 0. 92, and the content validity ratio was 0. 82. Confirmatory factor analysis resulted in a seven-factor model and demonstrated an adequate fit with the data. CONCLUSION: The Persian version of the Maastricht Clinical Teaching Questionnaire with seven factors including modeling, coaching, scaffolding, articulation, reflection, exploration, and learning environment appears to be a valid and reliable instrument for the evaluation of clinical teaching in Iranian universities of medical sciences.

Introduction: One of the main aspects of medical students is clinical education. The cognitive apprenticeship model is one of the principles of clinical education and contains six dimensions, including modeling, coaching, scaffolding, articulation, reflection, and exploration. This research aimed to evaluate the clinical education at Kerman University of Medical Sciences based on the cognitive apprenticeship model in 2021. Method: In this descriptive-analytical cross-sectional research, the Maastricht Clinical Education Questionnaire was separated among 150 students, and with a response rate of 74%, 112 of them completed this. Results: In the evaluation of the clinical education at Kerman University of Medical Sciences, the score of the articulation domain was higher than others, and the lowest score was given to the reflection domain. Clinical education in the internal medicine department was the most consistent with the cognitive apprenticeship model. Conclusion: Identifying the strengths and weaknesses of clinical education is the first step toward improving the quality of medical education. In the subsequent steps, the practitioners and planners of the faculty member empowerment programs should design, implement, and evaluate educational empowerment programs for clinical faculty members to improve their academic skills in the clinical education environment.

In this research, the Campanian –Maastricht ian deposits in Jupar section, Central Iran have been studied to determine bio zonation and Pale obathymetry of the deposits. The planktonic and benthic foraminifera were studied in order to assign palaeobathymetry of the Campanian- Maastrichtian deposits. A depth of 490- 650 m was assigned for most parts of the sediments according to planktonic/epibenthic ratio and the regression equation D = e (3.58718+ (0.03534 × %P*)). In the present investigation, 58 planktonic species of 27 genera have been identified. The Campanian -Maastrichtian deposits is divided into 7 biozones on the basis of planktonic foraminifera, which are cosmopolitan and consist of biozone1-Globotruncanita elevata Partial Range Zone, Biozone2- Globotruncana ventricosa Interval Zone, Biozone3- Globotruncanita calcarata Interval Zone, Biozone4- Globotruncanella havanensis Partial range zone , Biozone5- Globotruncana aegyptiaca Interval zone, Biozone6- Gansserina gansseri Interval zone, and Biozone7- Contusotruncana contusa Interval Zone.

Background and purpose: Maastricht index is an international parameter for assessment of nutritional status in hospitalized patients. This study was designed to compare Maastricht index between patients who received a standard enteral feeding product and kitchen made nutrition in intensive care units (ICU) of a teaching hospital.Materials and methods: In a Randomized Clinical trial, 60 patients undergoing enteral feeding were divided in two groups. They randomly received either FersubinÒ (a standard enteral feeding available in Iran) or kitchen made nutrition (routine nutrition delivery in most hospitals of Iran). In both groups nasogastric tubes were used for delivery of nutrients. Assessments of patients on the basis of Maastricht index were done at baseline, third and tenth days after beginning enteral feeding.Results: Fifty five patients completed the study. Results showed that there was not any significant difference in Maastricht Index between groups at the baseline (before starting enteral feeding) (P=0.5), whereas there are significant difference between the two groups in the third and tenth days of observation (P<0.05 for both times).Conclusion: Results of this study suggested that patients under standard enteral feeding nutrition are probably better nourished than patients that received conventional enteral feeding with kitchen made products.

The Farrokhi formation in 15 km southwest of Khur with a thickness of up to 117m consists of marl and limestone with Maastricht ian age. In this section, the Farrokhi formation disconformably overlies the Haftoman formation below and the Chupanan formation above. In the present study, 87 genera and 103 species have been recognized. Based on foraminifera, the Farrokhi formation ranges from the Maastricht ian and 3 biozones in the rock unit 1 of the formation have been recognized: (1) Contusotruncana contuse Partial range zone (CF6), indexing Early Maastricht ian. (2) Pseudotextularia intermedia Partial range zone (CF5), index for late Early Maastricht ian index and (3) Racemiguembelin fructicosa Taxon Range Zone (CF4), an index for early Late Maastricht ian. The Farrokhi formation can be subdivided into four rock units which are composed of marl and marly limestone. In addition, the Farrokhi formation fauna contains ostracods and high abundance of invertebrate as diverse species of brachiopods, echinoderms and bivalves with rare fragments of ammonites. The K/Pg boundary is in this section paraconform and can be compared with boundary of the Farrokhi and Chupanan formations. The evidence of paraconformity is a gap of Early Paleocene and changes in lithfacies. The Farrokhi formation is carbonate and it is parts of a carbonate system consisting of a platform and the adjacent slope.