Showing 5 results for Zarei
Ali Dehghani, Rasool Baharlou, Leila Mehbodi, Zahra Zarei, Forogh Farokhabadi, Armita Benrazi,
Volume 7, Issue 14 (6-2014)
Abstract
Introduction: The intention to education quality the first goal of administrators, teachers and policy makers in society health system. Hence universities are looking to meet the needs and expectations for students and according to that one of the main members of university are students. This study was aimed to determine jahrom university of Medical Sciences Teachers attitude toward variables related to student’s academic satisfaction in 1391.
Methods: This descriptive cross-sectional study was conducted with partnership 48 individuals of Jahrom University of Medical Sciences teachers. Data gathering tool was a researcher-made questionnaire 44 questions that be survey academic satisfaction factors in sex dimensions individual, educational, ethical, management, welfare and professional. SPSS 16 and connected tests were used for data analysis.
Results: The most important variables related to academic satisfaction of perspective teachers respectively is including qualified teaching staff using for presentations, interesting to field and instill confidence in students by teachers and administrators. The results showed that there is significant difference between educational and research dimension and discipline and basic variables (p < 05) and in other cases there is no significant difference (p > 05).
Conclusion: The based on study results the most important variables related to students’ academic satisfaction is Moral and psychological dimension. Hence more attention Moral and psychological areas by educational planners and managers is recommended.
Javad Zarei, Ahmad Azizi, Azam Kazemi,
Volume 7, Issue 15 (Autumn 2014)
Abstract
Background: The student's academic achievement is one of the most important indicators for evaluation the efficiency of higher education system. One of the issues raised in the student's academic achievement is study of reasons for decreased desire to continue education. The aim of this study was survey of factors affecting on decreased desire to continue education of undergraduate students. Methods: This study was observational and cross-sectional in nature. The study was conducted in the academic year of 2011-2012. The population of the study consisted of all students in final year of BS degree in School of Allied Health Sciences, Ahvaz Jondishapur University of Medical Sciences. The data collection instrument was a questionnaire, which validity and reliability was confirmed. Data were analyzed by SPSS (version 15) using descriptive statistics. Results: Among 276 students were studied 56 case (20.3 percent) had no desire to continue education. The highest number was related to the radiotherapy student (30.4 percent) and lowest number was related to the anesthesia student (9.1percent).Study of different reasons for decreased desire to continue education showed the most important reason was no effect on future employment and the labor market (mean 2.8) and Family problems (mean1.9) were mentioned as the less important reasons. Conclusions: Overall, it can be concluded that except the reason related to decreasing teachers and department encouragement, other mentioned reasons were effective to decrease desire to continue education was derived of the structure of higher education system and they were less relevant to the performance of departments.
B Mohammdzade, L Maghsodi, Mm Vakili, T Sadeghi, F Zarei,
Volume 9, Issue 24 (Winter 2017)
Abstract
Background and Objective: Learning Strategies includes overt and covert behaviors, which are associated with success in learning. On the other hand, training students who are able to live in environments with diverse values, rapid technological changes, and developments in the socio-cultural complex is one of the unique challenges to a university administrator. Therefore, this study was performed to investigate the association of personal characteristics and educational experiences of the students of Zanjan University of Medical Sciences with their academic achievements.
Materials and Methods: This descriptive correlational study was conducted on the students of Zanjan University of Medical Sciences during 2014-2015 academic year. Students were selected through random stratified sampling based on gender and discipline (N=352). The research tool was the college students’ experiences questionnaire (CSEQ). Data was analyzed using descriptive statistics and multiple regression.
Results: All three dimensions of college students’ experiences, including perceptions of quality of environment, quality of effort, and social integration are significant anticipators of their academic achievements respectively and predict 0.415 of achievements variances.
Conclusion: Taking into account the personal characteristics and educational experiences of college students for their academic achievements in medical universities is essential. In spite of the impact of academic environments ranging from individuals and facilities for college students, improving these factors contribute to better communication between students and faculty members and.
Mr. Farzad Zareie, Mr. Mohammad Reza Karimirad, Mr. Hossein Sharafi, Mr. Farhad Azadmehr, Mr. Keyvan Mollarahimi,
Volume 16, Issue 52 (3-2024)
Abstract
Background & Objective: The use of team-based learning (TBL) as one of the active learning strategies in the education of nursing students is expanding. The purpose of this study was to investigate the effect of employing the TBL method on improving the knowledge of the cardiovascular system in nursing students.
Materials & Methods: This semi-experimental study was conducted on nursing students of Hormozgan University of Medical Sciences, Hormozgan, Iran, in 2017. The students were divided into intervention (TBL method) and comparison (traditional lecture method) groups. The intervention group was taught by the TBL method, while the control group received teaching by the lecture method during three 2-hour sessions. Pre-test and post-test were administered to all students. The data were analyzed using SPSS23 software and the significance level was considered ≤ 0.05.
Results: The results showed a significant difference among the students in the intervention group, whose mean score of knowledge increased from 12.45±5.22 before the test to 32.26±4.25 after the test (P<0.001). Moreover, the comparison of the post-test mean scores in the intervention (32.26±4.25) and control (17.33±4.05) indicated a significant difference between the two groups (P<0.03).
Conclusion: The adoption of novel educational methods, such as TBL, in the education of nursing students can improve their knowledge.
Dr Maryam Aalaa, Dr Aeen Mohammadi, Dr Rita Mojtahedzadeh, Dr Shadi Asadzandi, Dr Snor Bayazidi, Dr Afagh Zarei, Dr Ali Reyhanian, Dr Moloud Payab, Dr Alireza Olyaee Manesh, Dr Bagher Larijani,
Volume 17, Issue 55 (6-2024)
Abstract
Background & Objective: The COVID-19 pandemic has impacted medical education worldwide with several opportunities and challenges. This study aims to provide an overview of medical education's opportunities and challenges according to the experience of the COVID-19 pandemic in order to guide future endeavors in conducting the teaching-learning process in post-COVID era support.
Material & Methods: In this systematized review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, databases of PubMed, Cochrane, Scopus, Web of Science, and Eric, in addition to Google Scholar as a search engine, were searched to retrieve relevant original peer-reviewed, review, editorial, and commentary articles published from Dec 2019 to the end of Sep 2022.
Results: As per the qualitative synthesis, a total of 29 articles were included from the 1534 records that were identified. Reviewing the included articles showed that most of the relevant studies were considered Medical and healthcare students (51.8%) at undergraduate level (72.5%) in University settings (62.1%). As per the qualitative synthesis, a total of 29 articles were included from the 1534 records that were identified. Reviewing the included articles showed that most of the relevant studies were considered Medical and healthcare students (51.8%) at undergraduate level (72.5%) in University settings (62.1%). On the other hand, post-COVID medical education opportunities have been grouped into four main categories, which are teaching and learning processes, psychological impact, accessibility and education equity, and management and administrative affairs. Post-COVID medical education opportunities also consist of four main categories: teaching-learning process, psychological impact, accessibility and education equity, and management and administrative affairs.
Conclusion: Changes in teaching and learning processes in medical education caused by the COVID-19 pandemic created opportunities and caused important challenges that should be considered in the post-COVID era. In this regard, blended learning with the integration of technology using a flexible approach could be an effective recommendation.
