The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign language are put forward.

Introduction and purpose: The quality of healthcare services holds a significant position in the healthcare system. Understanding patients' expectations and perceptions is essential for improving the quality of health services. The present study aimed to assess the quality of healthcare services in public (governmental) teaching hospitals of Ferdows using the HEALTHQUAL model in 2019. Methods: This descriptive-analytical (cross-sectional) study was conducted in two public (governmental) teaching hospitals in Ferdows. The study population consisted of 350 hospitalized patients who were selected via convenience sampling in 2019. The patients’ perceptions and expectations regarding the quality of hospital services were evaluated using the HEALTHQUAL questionnaire, which assesses four dimensions: environment, human interactions, effectiveness, and efficiency. Data were analyzed in SPSS software (version 24) using independent t-tests, one-way ANOVA, and mean comparison tests. Results: The study reported the overall mean quality score of hospital services as moderate to high. A significant difference was observed between the mean perception score (3.83±0.49) and the mean expectation score (4.54±0.56) across all dimensions of healthcare service quality (P<0.001). Conclusion: As evidenced by the obtained results, patients' mean scores of perception of service quality were notably lower than their mean expectation scores, indicating a significant gap between the two domains. These results highlight considerable opportunities for improving the quality of healthcare services. Policymakers and hospital administrators should identify and address this gap to implement effective measures for enhancing healthcare service quality.

2Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.

Introduction: Quality Improvement projects are an important part of residency education in the United States and are required for accreditation by the Accreditation Council for Graduate Medical Education. Participation in standard chart-based quality improvement had failed to generate excitement among residents in our program. The objective of our innovation was to inspire interest in quality improvement among our residents.Methods: Our residency program instituted a book discussion group. Attendance and participation of attendees was recorded, and residents were sent a follow-up survey one month after the activity to gauge their impressions.Results: Out of 16 residents in the program, 12 attended the discussion group, and all attendees participated in the discussion. The follow-up survey revealed that 10/11 (91%) of respondents had read at least part of the book and 11/11 (100%) wanted to have another book discussion group in the upcoming year.Conclusion: We believe that the use of a book discussion group can be a novel, inspiring strategy to teach quality improvement in a residency program.

Considering every teaching wouldn’t Lead to learning and traditional Methods often Less resulted in deep Learning, we implemented case–based teaching method for educational common and practical Infectious diseases courses. Furthermore, diarrheal diseases are common and important and one of mortality causes in developing countries; moreover, their correct management is important, hence, these items were selected. This Interventional study was implemented for one group with 17 students and compared with another group with 21 students of conventional methods. For this comparison, two OSCE and MCQ exams were used. Data was analyzed by SPSS ver.16 software. In OSCE exam for case group with Independent T-Test P=0.026, Mean=12.73, and Standard deviation=2.15 in in comparison to Mean=11.02 and Standard deviation=2.33 in control group were observed. In MCQ exam with Mann-whitney test P=0.039, Mean=2.47, and Standard deviation=0.94 in case group were obtained in comparison with Mean=1.81 and standard deviation=1.03 in control group respectively (a=0.05) that in two exams results were significant. Therefore, we recommended that this model would be helpful for teaching common and useful issues when time and logistics provided.

Studies show that residents play an important role in teaching medical students and as there is a large number of contact hours among them, they are assumed as the leaders of educational team. So developing teaching skills, being familiar with innovative teaching methods, knowing how to increase the educational efficacy, providing teaching objectives and educational spiral are the necessities of residency programs. The purpose of the present study was to determine the effect of teaching skills workshop on the teaching role of residents at Iran and Kermanshah Universities of Medical Sciences to promote residents' teaching skills. In this quasi-experimental study a self-administered Likert type scale questionnaire was given to target population in pediatrics and internal medicine wards. After the pilot study, the questionnaire was distributed among interns of these two clinical wards in both universities. Then, the randomized selected residents of these two clinical settings participated in an 8-hour workshop, and then 2-3 months after the workshop, the interns again completed the questionnaire and the data were gathered. In the first stage, 164/67 interns of Iran/Kermanshah University of Medical Sciences completed the questionnaire. Then 37/16 of second and third year residents of Pediatrics and Internal medicine of Iran/Kermanshah University of Medical Sciences attended the workshop. In the second stage, 56/44 interns of Iran/Kermanshah University of Medical Sciences completed the questionnaire. There was a significant difference between the mean group ratings for all of the teaching skills characteristics in both universities (P=0.001). The overall teaching skills in Iran University of Medical Sciences significantly increased and 5 categories of teaching skills in Kermanshah University of Medical Sciences except "Giving Feedback" and "Professional Characteristics" also increased after the workshop. Overall teaching effectiveness of residents increased after the workshop. Increasing scores of interns about residents' teaching skills after the workshop revealed that training programs and teaching skills courses for residents should be performed as formal instructional residency programs. Also, a need assessment should be done to develop such a course to improve residents' teaching skills.