Background & Objective: Learning and its improvement are the foundation of all activities in educational systems. One of the most important effective factors on STUDENTS’ learning is their learning style. Being aware of the learning style used by STUDENTS, help teachers to assist the STUDENTS for a better use of different learning styles; On the other hand, teachers can change their own educational style according to the STUDENTS’ learning style to reach maximum level of efficacy. This research was performed in order to identify MEDICAL STUDENTS’ learning styles in 2007.Methods: In this descriptive study, a questionnaire including demographic questions and Kolb Learning Style Inventory was distributed amongst all MEDICAL STUDENTS who were attending the first semester of 2007 in Birjand UNIVERSITY of MEDICAL SCIENCES. This tool allows classification of learning styles into 4 groups: converging, accommodating, assimilating, and diverging.Results: Among 267 distributed questionnaires, 175 were filled by STUDENTS. 68 percent of STUDENTS were female, mean (±SD) age of the STUDENTS was 22(±2.5) and their grade point average was 16.5(±1.5). The most prevalent learning style was converging (52%) followed by assimilating (28.6%), diverging (9.7%) and accommodating (9.7%). There was no significant relationship between learning style and age, sex, educational level, and grade point average.Conclusion: Considering that people with converging learning style are competent in solving problems, it necessitates that teachers at universities change their traditional methods into new ones like Problem Base Learning (PBL) and Evidence Based Medicine (EBM) so that they help STUDENTS learn immense MEDICAL information.

Introduction: The expansion of a more sustainable world is the most obvious logical consequence of higher education efforts. Almost every higher educational institution has built its mission on goals beyond the creation and dissemination of knowledge. The overall purpose of this study was to investigate the impact of sustainable universities on intellectual capital with the fourth generation approach in macro MEDICAL universities in region one in order to provide a model. Methods: The present applied research was conducted in 2021 with a qualitative and quantitative approach. The statistical population in the qualitative section was 16 people being selected using the purposive sampling method, and in the quantitative section, 320 people were selected as a statistical sample based on Cochran's formula through stratified random sampling. In order to collect data, researcher-made questionnaires on sustainable universities and Bontis Intellectual Capital Questionnaire were used. Confirmatory factor analysis and structural equations were used to analyze the data. Results: The results of confirmatory factor analysis show that at 99% confidence level, t-values for the dimensions of the sustainable UNIVERSITY questionnaire were out of (2.58, -2.58) range, so there was a strong positive and significant relationship between the variables of a sustainable UNIVERSITY with all its dimensions. Conclusions: Considering the obtained results, it can be concluded that the relationship between a sustainable UNIVERSITY and intellectual capital was positive and significant. This can be due to paying attention to the scientific nature and fruitfulness of intellectual capital and its continuous development in order to achieve one of the ultimate goals, which is sustainable development.

Background & Objective: By using internal and external evaluation of educational status, universities can define their strengths and weaknesses; meanwhile they can select appropriate strategies to improve quality of education. This study was conducted to determine effective educational and demographic factors in Birjand MEDICAL STUDENTS’ success and failure in basic SCIENCES comprehensive exams.Methods: In this descriptive-analytical study, ranks and grades of the exams of all courses and the mean score of basic SCIENCES comprehensive exam of 150 STUDENTS were extracted from their educational files. Their opinions about effective factors in achieving success in exams were collected using a questionnaire.Results: According to our findings, unmarried, young STUDENTS, with regional quota and length of basic science duration less than 2.5 years, having a Grade Point Average equal or more than their total average were more successful in comprehensive exams. The ranking of the UNIVERSITY changed from acceptable and moderate to very good in courses of insectology and histology while in anatomy, public health, parasitology, theology, and virology it changed from moderate to very good. The acceptance rate in this UNIVERSITY was 93 to 100%.Conclusion: The educational policies of the UNIVERSITY have motivated a forward growth in the STUDENTS' academic achievement. According to the STUDENTS’ point of view, certain factors such as better and more serious planning, following educational discipline, using references introduced by the ministry, and urging STUDENTS to use books rather than simple notes are effective on STUDENTS' success.

Happiness camprises at least at three components: emotional, social and cognitive. The emotional aspect produces positive expression; the social brings about expanded positive relationships with others and the cognitive component creates a thinking which optimistically interprets daily events. Due to’ limited research done an this issue and its importance far the physical and mental health of UNIVERSITY STUDENTS, this study was. carried to include 303 subjects selected from among the STUDENTS of the faculty of management and MEDICAL information SCIENCES at Iran UNIVERSITY of MEDICAL SCIENCES and Health Services. Oxford Happiness questionnaire, which includes 29 multiple-choice items made from the inverted farms of Beck test by Argyle and Lu in 1989, was used for data collection. Obtained data were analyzed in SPSS using chi-square, t-test and ANOVA. 26% were male and the rest female. Their happiness scale was 42±14 which indicated no significant difference with that at STUDENTS in developed countries. No significant correlation was found between STUDENTS" happiness and variables such as age, sex, major, educational period and area of residence. However, a positively significant correlation was found between STUDENTS’ happiness and their interest in their major; and their hopefulness to occupational future. Therefore, introducing UNIVERSITY majors prior to the STUDENTS’ admission, education in one of the favorite majors and giving hope to STUDENTS that UNIVERSITY provides them with an opportunity in achieving occupational accomplishments can influence their happiness.

Objective(s): To determine the prevalence of smoking among Guilan MEDICAL STUDENTS and to study the effects of sociodemographic factors on smoking behavior. Methods: In a cross-sectional study, a self-administered questionnaire was distributed between 590 MEDICAL STUDENTS in Guilan UNIVERSITY in 2001. The survey instrument contained a section for socio-demographic information and questions relating to the STUDENTS' smoking behavior. Current smoker was everyone who used cigarette in the previous 30 days. Data were analyzed with spss10 software. The χ2 test, Mann-Witney test and logistic regression were performed to calculate the relations between independent factors and cigarette smoking. Results: From 590 subjects, 531 (90%) completed the questionnaires. Of these 265 STUDENTS were male and 255 were female. The mean age was 23.2±4.1 years (range 17 to 38 years). The prevalence of smoking among UNIVERSITY STUDENTS was 16.6% (26% in male and 7.1% in female; P<0.0001).The results of analysis indicated that: being male, living with friends, having friend who smokes, history of interruption in education were independently associated with smoking but having a family member who smokes, marital status, family education, and educational status were not associated with smoking. In logistic regression, the only effective determinants were having smoker friends (Odds ratio=18.5, 95%CI=8.7 to 39.2, P=0.0001). Conclusion: Smoking is one of the most important public health problems among STUDENTS in Guilan MEDICAL UNIVERSITY and preventive program must be started in much earlier period in schools and universities.  

Introduction: Life skills are essential for dealing and overcoming life challenges, especially in the present era. These skills seem to be more essential for STUDENTS according to the diverse and frequent challenges they experience. The current study has been conducted with the aim of achieving a clearer vision of the situation of life skills among STUDENTS in Mazandaran UNIVERSITY of MEDICAL SCIENCES in year 2010.Methods: This was a descriptive study which was conducted on a cluster sample of 330 STUDENTS of Mazandaran UNIVERSITY of MEDICAL SCIENCES. Data collected using a self administered Questionnaire which was valid & reliable (a=.78). The data were analyzed using ANOVA and T-test.Results: The average of life skills score among the STUDENTS was 3.65(out of 5). There was no significant difference in life skills scores between two sexes (t=0.970, p=0.657) or in different schools (f=0.513, p=0.726).Conclusion: This study shows that level of life skills among STUDENTS of Mazandaran UNIVERSITY of MEDICAL SCIENCES was acceptable. But due to the importance of life skills training in UNIVERSITY and its relation with the STUDENTS’ mental health and achievement, the UNIVERSITY should plan suitable programs in this field.

Introduction: STUDENTS’ academic motivation is one of the most important challenges of universities, and has great effects on the outputs of educational systems. The aim of this study was to investigate of academic motivation status among STUDENTS of Golestan UNIVERSITY of MEDICAL SCIENCES (GOUMS).Methods: In this descriptive- analytical study, 275 STUDENTS of GOUMS were selected via stratified random sampling methods. Demographic data form and Academic Motivation Scale (AMS) was used as data gathering tool. Data analysis was done using descriptive statistics, Pearson correlation coefficient, independent t-test and one way ANOVA. In all tests, level of significance considered less than 0.05.Results: Mean and standard deviation of STUDENTS’ academic motivation was 151.43±20.69 (out of 196), and 53.3 percent of them had academic motivation scores higher than average. The mean of academic motivation among females were higher than that of males (P=0.02). Age had significant correlation with extrinsic motivation (r=-0.144, P=0.002), amotivation (r=-0.221, P=0.000) and total score of academic motivation scale (r=-0.191, P=0.002). Nursing and midwifery STUDENTS had the highest academic motivation scores, and medicine and paraMEDICAL faculty STUDENTS were in the next rank, the differences were statistically significant.Conclusion: According to the finding, academic motivation of STUDENTS was almost desirable. However, the STUDENTS’ intrinsic motivation was not in appropriate level, which necessitates planed educational interventions. It is suggested that educational systems pay further attention to individual and environmental factors that affect academic motivation.

Introduction: In educational centers, evaluation of educational activities of teachers is done in different ways. One of the most common ways » nearly in all important universities « is student Evaluation of teaching (SET), which is done by questionnaires. Scientific evidences have showed that in spite of frequent usage of this kind of evaluation, opinions of STUDENTS about teacher’s performance are influenced by some factors which are relevant or irrelevant to evaluation. The purposes of this study were determining the STUDENTS views toward SET and priority and importance of factors which they refer.Methods: A questionnaire consisted of 64 closed questions with 5 scales from 1(not at all) to 5 (very much) was delivered to 561 STUDENTS. 423 questionnaires were collected (return rate 75.5%). The data was entered in SPSS and frequency, percent, mean, and Chi- square, student T test, Tukey method and Pearson correlation were used to analyze the data.Results: According to the calculated means, educational behavior, academic and personal characteristics of teachers, evaluation process and STUDENTS characteristics had priority, respectively. The numerical mean was higher (4.05) in educational behavior than their academic and personal characteristics. (i.e. educational behavior were more important for the STUDENTS), while STUDENTS characteristics had the least importance in evaluation of teachers (mean=3.45). The STUDENTS considered the UNIVERSITY evaluations favorite (mean=3.73) .In answering to question about their honesty, the STUDENTS declared that feedbacks of SET were valid (4.08) but they believed that the UNIVERSITY authorities had not paid attention to feedback of SET (3.45).Conclusion: Student's opinions toward SET are optimal and therefore the UNIVERSITY authorities should manage to improve the quality of these evaluations and better usage of results. They should take the optimal teacher characteristic through the STUDENTS opinions and finally give a proper feedback to the teachers; and help to improve learning and teaching qualities.