@article{ author = {Keshavarzi, Mohammad Hasan and Safari, Elaheh and Shakarabi, Mehdi and KangraniFarahani, Ali Reza and Taghavinia, Mansoureh and ZabihiZazoly, Atefe}, title = {The Effect of Teaching Cognitive Strategies on the Academic Achievement of Medical Students}, abstract ={Introduction: Students' academic achievement is one of the important indicators in assessing university education. It seems that the use of cognitive strategies plays an important role in making desired changes in learning and academic achievements. Therefore, in this research, the effect of teaching cognitive strategies on the academic achievement of medical students was studied. Methods: This quasi-experimental study was conducted on two groups of 50 medical students of Iran University of Medical Sciences, using a two-group pretest-posttest test method. In the experimental group, in addition to presenting the content of the course, cognitive strategies were presented and practiced for 20 minutes in 6 sessions. The data collection tool was an educational test (pre-test, post-test and final end-of-period test). The data was analyzed using descriptive and inferential statistics (paired and independent t-test) and analyzed using SPSS20. Results: All students participated in the study. There was no significant difference between the scores of students in the two groups before the training of cognitive strategies (P=0.28). However, there was a significant difference between the scores of the two groups after the intervention and the training (P = 0.01).The average end-of-period test scores increased in both groups compared to the pre-test but this increase was higher in the experimental group than in the control group. Conclusion: Teaching cognitive strategies in university education is effective and it will promote the learning skills of learners and consequently their academic achievement. Therefore, considering it is recommended in educational planning.    Citation: Keshavarzi MH, Safari E, Shakarabi M, Kangrani Farahani AR, Taghavinia M, Zabihi Zazoly A. The Effect of Teaching Cognitive Strategies on the Academic Achievement of Medical Students. Journal of Development Strategies in Medical Education 2019;6(2):1-9.  }, Keywords = { Academic Achievement, Cognitive , Medical Students}, volume = {6}, Number = {2}, pages = {1-9}, publisher = {Hormozgan University of Medical Sciences}, doi = {10.29252/dsme.6.2.1}, url = {http://dsme.hums.ac.ir/article-1-207-en.html}, eprint = {http://dsme.hums.ac.ir/article-1-207-en.pdf}, journal = {Development Strategies in Medical Education}, issn = {2383-2185}, eissn = {2588-2686}, year = {2019} } @article{ author = {eslamian, hassan and zare, yahy}, title = {The relationship between Moral intelligence and teaching styles of faculty members in University of Medical Sciences}, abstract ={Introduction: University faculty members need to have a good moral intelligence in addition to having the ability to use technical skills of teaching. The aim of this study was to determine the relationship between ethical intelligence and teaching styles of faculty members in Mazandaran University of Medical Sciences during the academic year of 2017-18. Methods: This was a descriptive-correlational study. The statistical population consisted of all the faculty members, of which 191 were selected as the statistical sample. The data was collected using Grasha and Richman teaching styles (1996) and Anic and Kiel's ethical intelligence (2011) questionnaires. It was analyzed by SPSS 20 software using frequency, percentage, mean, standard deviation, Pearson correlation and regression tests. Results: The most important findings of the research showed that there is the highest relationship between moral intelligence and faculty teaching styles (r = 0.78), the significant level is P <0.05. Another finding of the research showed that the teachers' moral intelligence had a significant predictive power of their teaching styles (B = 0.82, P <0.001). Also, the results showed that the moral intelligence variable could predict 55% of the teaching styles (R2 = 0.55). Conclusion: The results of this study indicate the role of overall faculty members' moral intelligence in the application of different teaching styles by them.   Citation: Eslamian H, Zare Y. The study of the relationship between Moral intelligence and teaching styles of Faculty members in University of Medical Sciences. Journal of Development Strategies in Medical Education 2019;6(2):10-24.  }, Keywords = {Moral Intelligence, Teaching Styles, Faculty Members, University Of Medical Sciences.}, volume = {6}, Number = {2}, pages = {10-24}, publisher = {Hormozgan University of Medical Sciences}, doi = {10.29252/dsme.6.2.10}, url = {http://dsme.hums.ac.ir/article-1-188-en.html}, eprint = {http://dsme.hums.ac.ir/article-1-188-en.pdf}, journal = {Development Strategies in Medical Education}, issn = {2383-2185}, eissn = {2588-2686}, year = {2019} } @article{ author = {Shajari, Khadije and Hejazi, Masou}, title = {Relationship between parental parenting styles with emotional maturity and Alexithymia by mediating educational compatibility among female students in Zanjan city}, abstract ={Introduction: The purpose of this study was to determine the Relationship between parenting styles with emotional maturity and Alexithymia by mediating educational compatibility among female students in Zanjan. Methods: The research method was correlational. The target population of all 1220 primary school students in district 2 of Zanjan in the academic year of 96-95 and their parents were among them, 200 of them were selected by Cochran method and simple random sampling. The data collection tools included the scale of Bamirand childbearing styles, affective Singing Maturity, Toronto's Alexithymia and Educational Adjustment of Sinha and Singh (1993). Data analysis was performed using Pearson correlation and multiple regression tests in linear method and also to determine the mediating role of Baron Kenney's 4-step method in SPSS version 22 software. Results: There was a significant relationship between easy parenting style with emotional insecurity, personality collapse as well as total emotional maturity, as well as between the authoritative parenting style and the difficulty in describing feelings (P<0.05). There was a significant correlation between empowered style with total Alexithymia and all its components (P<0.05). The results of multiple regression analysis showed that all three parenting styles were able to explain some components of emotional and Alexithymia puberty (P<0.05). Finally, educational adaptation was a mediator in the relationship between the weak and influential styles of emotional maturity and Alexithymia. Conclusion: According to the results of this study, correction of parenting styles is suggested using educational and therapeutic interventions for parents.  }, Keywords = {Parenting Styles, Maturity, Mood Mood, Adjustment}, volume = {6}, Number = {2}, pages = {25-38}, publisher = {Hormozgan University of Medical Sciences}, doi = {10.29252/dsme.6.2.25}, url = {http://dsme.hums.ac.ir/article-1-211-en.html}, eprint = {http://dsme.hums.ac.ir/article-1-211-en.pdf}, journal = {Development Strategies in Medical Education}, issn = {2383-2185}, eissn = {2588-2686}, year = {2019} } @article{ author = {Sharifi, Khadije and Mirbagher, Neda and Aghajani, Mohamm}, title = {Mentorship method in Clinical Education of Nursing Students: A Systematic Review}, abstract ={Introduction: It has been reported that there is a rather deep gap in clinical skills training and clinical practice. Mentorship is one of the modern educational approaches. The aim of study was to review the works on mentorship method systematically for clinical education of nursing students. Methods: This was a systematic review. The Farsi search was conducted in IranMedex, Magiran and SID. The English search was done in ERIC, PubMed, Google Scholar, Scopus, Ovide, Elsevier and ProQuest with the keywords Mentor, Mentorship, Mentoring, Student, Nursing and Mentee from 2007 to 2018. Result: On the whole, 26 articles were obtained related to the subject srom which 19 articles were in Latin and 7 in Persian. Of these, only 5 papers were selected for analysis. Although studies were different in terms of the number of participants, Mentor and the educated contents to nursing students, they all noted that the implementation of the mentorship program promoted the clinical competence of the students. Conclusion: Using Mentoring approach in clinical education is effective on learning, retention, acquisition of skills and enhancement of clinical competence of nursing students. It is recommended that the mentorship program be used for clinical education of nursing and paramedical students. Citation: Sharifi KH, Mirbagher Ajorpaz N, Aghajani M. Mentorship method in Clinical Education of Nursing Students: A Systematic Review. Journal of Development Strategies in Medical Education 2019;6(2):39-49.}, Keywords = {Mentor, Mentorship, Mentoring, Nursing, Student. }, volume = {6}, Number = {2}, pages = {39-49}, publisher = {Hormozgan University of Medical Sciences}, doi = {10.29252/dsme.6.2.39}, url = {http://dsme.hums.ac.ir/article-1-208-en.html}, eprint = {http://dsme.hums.ac.ir/article-1-208-en.pdf}, journal = {Development Strategies in Medical Education}, issn = {2383-2185}, eissn = {2588-2686}, year = {2019} } @article{ author = {MasodiAlavi, Negin and Mirbagher, Neda and Aghajani, Mohamm}, title = {Effect of Learning Mastery Model in Clinical Education of Nursing Students: A Systematic Review}, abstract ={Introduction: The purpose of teaching is learning. At yet, different patterns have been proposed for learning in different sciences. One of the new educational patterns is Learning Mastery Model that considers achieving clinical competence. Aim of the study is systematic review of Learning Mastery Model in Clinical Education of Nursing Students. Methods: This is a systematic review study. Searches of library and electronic resources were done in the database SID,  IranMedex, Magiran, ERIC, PubMed, Ovide, Elsevier, ProQuest, with keywords, Learning, mastery, mastery learning, nursing education, clinical education  in Persian and English separately and in combination from 2007 to 2018. All studies related to this pattern were collected that at last 10 articles selected and reviewed. Results: Of the 10 articles reviewed, there were 6 English articles and 4 Persian articles. All studies have shown that mastery learning pattern is effective in education of nursing skills. Conclusion: A mastery learning pattern can be trained to instructors and faculty members of universities as a new educational model for clinical education of nursing and paramedical students. Citation: Masoudi Alavi N, Mirbagher Ajorpaz N, Aghajani M. Effect of Learning Mastery Model in Clinical Education of Nursing Students. Journal of Development Strategies in Medical Education 2019;6(2):50-62.  }, Keywords = {Learning, Mastery, Mastery Learning, Nursing Education, Clinical Education.}, volume = {6}, Number = {2}, pages = {50-62}, publisher = {Hormozgan University of Medical Sciences}, doi = {10.29252/dsme.6.2.50}, url = {http://dsme.hums.ac.ir/article-1-195-en.html}, eprint = {http://dsme.hums.ac.ir/article-1-195-en.pdf}, journal = {Development Strategies in Medical Education}, issn = {2383-2185}, eissn = {2588-2686}, year = {2019} } @article{ author = {Nadi, Forough and Nadi, Ebrahim and Ahmadinia, Hass}, title = {The Status of Implementing Medical student\'s Clinical Training Programs in different departments at Shahid Beheshti Hospital of Hamadan University of Medical Sciences}, abstract ={Introduction: To improve the quality of services, each educational system requires ongoing research and consequently, the implementation of educational management. The present study evaluated the educational process, considering how medical students spend their time in their clinical departments. Methods: In this cross-sectional study, all medical students in the internship course at Shahid Beheshti Hospital in Hamadan were enrolled in study. After attending the justification classes, they applied daily to the recording of the information in the questionnaire, which included ten types of educational activities common to the internal sections. Seventh-grade internal medicine departments include Gastrointestinal Disease Hematology, General Internal Medicine, Nephrology, Rheumatology, Pulmonary Disease and Endocrine Disease. According to the internal grouping, the length of the three-month training course was distributed equally to seven sections. The collected data were analyzed using SPSS software version 21. The results for quantitative variables were reported as "mean ± standard deviation". Results: The results showed that on average, each students' class attendance was as follows: 3.7 hours in clinic training sessions, 7.5 hours ward visits, 3.2 hours in theoretical class sessions, one hour in hospital congress meetings and 2.6 hours in evening sessions. Minimum level of attendance belonged to Scientific Conference meetings, Journal Clubs and CPC while students mostly took part in history taking classes, ward rounds and attending the clinic. Conclusion: Students showed more willingness to participate in practical training programs than in theoretical training programs during their internship at Hamadan University of Medical Sciences. Citation: Nadi F, Nadi E, Ahmadinia H. The Status of Implementing Medical student's Clinical Training Programs in different departments at Shahid Beheshti Hospital of Hamadan University of Medical Sciences. Journal of Development Strategies in Medical Education 2019;6(2):63-74.}, Keywords = {Education, Internship, Medical, Hospital Departments.}, volume = {6}, Number = {2}, pages = {63-74}, publisher = {Hormozgan University of Medical Sciences}, doi = {10.29252/dsme.6.2.63}, url = {http://dsme.hums.ac.ir/article-1-214-en.html}, eprint = {http://dsme.hums.ac.ir/article-1-214-en.pdf}, journal = {Development Strategies in Medical Education}, issn = {2383-2185}, eissn = {2588-2686}, year = {2019} } @article{ author = {Taheri, Abolfazl and Zareabdollahi, Salime and Yousefianzadeh, Omid and Hashemian, Mohammad rez}, title = {Comparing the learning style of students majoring in Librarianship and Information Sciences at Isfahan University of Medical Sciences and Isfahan University Based on Vark Model}, abstract ={Introduction: Students use different learning styles.  Using these styles can make teaching more effective. The purpose of this study was to compare the learning styles of students majoring in Librarianship and Information Sciences at Isfahan University and Isfahan University of Medical Sciences based on the Vark model. Methods: This was a survey. The research population was all the students of Isfahan University of Medical Sciences and Isfahan University of Medical Sciences, from those, 145 participants were selected randomly using stratified sampling method. The data was collected by Vark's questionnaire and then was analyzed by descriptive and analytical methods using SPSS software as a tool. Results: Librarianship and Information Sciences students use different learning styles. Their preferred learning style is the reading / writing style with an average of 42.62. There is a significant difference between the learning style of undergraduate students with graduate degrees and Ph.D. students. No significant difference was found between the students' learning styles in the two universities. Conclusion: Considering the differences in the learning styles taken by students and the dominant style of studying/writing, it is important that educational authorities consider the existing differences while designing and applying their educational programs and methods based on the needs of students for a more practical education and maximum efficacy of  teaching  and learning. Citation: Taheri A, Zare abdollahi S, Yousefianzadeh O, Hashemian M.R. Comparing the learning style of students majoring in Librarianship and Information Sciences at Isfahan University of Medical Sciences and Isfahan University Based on Vark Model. Journal of Development Strategies in Medical Education 2019;6(2):75-86 .  }, Keywords = {Educational Models, Information Science, Library Science, Isfahan University of Medical Sciences, Isfahan University.}, volume = {6}, Number = {2}, pages = {75-86}, publisher = {Hormozgan University of Medical Sciences}, doi = {10.29252/dsme.6.2.75}, url = {http://dsme.hums.ac.ir/article-1-212-en.html}, eprint = {http://dsme.hums.ac.ir/article-1-212-en.pdf}, journal = {Development Strategies in Medical Education}, issn = {2383-2185}, eissn = {2588-2686}, year = {2019} } @article{ author = {Sadoughi, Maji}, title = {Canonical Correlation between Psychological Capital and Academic Engagement among Students of Medical Sciences}, abstract ={Introduction:Academic engagement has an important role for students’ motivation and academic performance, and lack of this quality could lead to several negative consequences. Therefore, it is very important to identify its causes. The present study aimed to explore the relationship between psychological capital and academic engagement among students of medical sciences. Methods: The present study was descriptive with a correlational design. Multi-stage sampling was used to select 330 medical sciences students (220 females; 110 males) from Kashan University of Medical Sciences in the 2017-2018. The participants provided their demographic information and filled out Fredricks engagement scale and, psychological capital scale. The data was analyzed through canonical correlation analysis in SPSS Version 22. Results: The findings indicated that academic engagement has a positive correlation with self-efficacy, resilience, hope, and optimism. The canonical correlation coefficient was .60. The results showed that there is only one significant set between psychological capital and engagement components; in fact, the more a person has psychological capitals, particularly optimism and hope, the more he/she would have academic engagement, with increased behavioral engagement as a main. Conclusion: The results indicate that components of psychological capital, especially hope and optimism, have important roles in academic engagement, particularly in students’ behavioral engagement. Improving psychological capital in academia can lead to improvements in students’ academic engagement and academic performance. Citation: Sadoughi M. Canonical Correlation between Psychological Capital and Academic Engagement among Students of Medical Sciences. Journal of Development Strategies in Medical Education 2019;6(2):87-101}, Keywords = {Self-Efficacy, Hope, Optimism, Resilience, Academic Engagement}, volume = {6}, Number = {2}, pages = {87-101}, publisher = {Hormozgan University of Medical Sciences}, doi = {10.29252/dsme.6.2.87}, url = {http://dsme.hums.ac.ir/article-1-197-en.html}, eprint = {http://dsme.hums.ac.ir/article-1-197-en.pdf}, journal = {Development Strategies in Medical Education}, issn = {2383-2185}, eissn = {2588-2686}, year = {2019} }