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Background & Objective: While students' perceptions are rarely discussed in studies on student evaluations of teaching effectiveness, the majority concentrate on the features, validity, and reliability of the questionnaire used, the variables affecting students' ratings, and the proper assessment of teaching quality. Therefore, this study aims to look into how students at Sultan Qaboos University's College of Nursing perceive and behave when evaluating the faculty.
Materials & Methods: This cross-sectional descriptive study was carried out in the academic year 2023–2024 during the summer and fall semesters. Two hundred thirty undergraduate students from Sultan Qaboos University's College of Nursing participated in the study. Convenience sampling was employed to gather data. A self-administered questionnaire was used to learn more about the students' opinions of Teaching Effectiveness (SETE). SPSS version 29 was used to analyze the data. The sample's demographics and the items about teaching effectiveness were described using frequency analysis. Furthermore, a correlational test was used to find relationships between SETE levels and demographic characteristics.
Results: According to the study, the estimated presence of false information was 47.24%, and the mean perceived accuracy of evaluations was 50.78. A sizable percentage acknowledged providing or being aware of assessments that were either higher or lower than appropriate. There were different opinions about the evaluation process; 84.6% of respondents supported student evaluations, while 55.1% thought teachers read comments. With 76.1% of respondents considering false information to be cheating, ethical issues were raised. Statistical analyses revealed no significant relationships between sex and questionnaire responses, nor between evaluation perceptions, demographic characteristics, and Grade Point Average (GPA).
Conclusion: The results show how complicated student opinions are regarding teacher assessments, particularly when it comes to truth and morality. The study calls for improvements in SETE processes to promote more reliable and reasonable evaluations.

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Background and Objective: Effective teaching is a set of teacher's behaviors that causes educational goals to be obtained and the quality of education to be improved. Students' feedback on teaching as the main stakeholders with tangible information for evaluation of teachers provides special information for the teacher who can take advantage of it to be more effective and improve his or her performance. Therefore, we decided to study the characteristics effective teaching based on viewpoints of medical students at Yazd Shaheed Sadoqi University of Medical Sciences. Material and Methods: The study is descriptive-analytical. The population consisted of 256 students studying at Yazd Medical Sciences University. Data collection instrument was a questionnaire whose reliability and validity were confirmed in previous studies. A multi-staged stratified sampling method was used to collect data. SPSS, Chi square test, ANOVA and T-test were run. Results: The survey results indicated that the priorities for effective teaching were teacher personality, teaching skills, personal attributes, assessment of skills, and observing educational rules. On the whole, according to the students, the most important characteristics of effective teaching are student mastery of the course (2.76), teachers' politeness (2.73) and their respect for students (2.7). Conclusion: Based on students' views, holding appropriate and targeted workshops and training courses, empowering teachers with new and effective teaching methods, and research-based instructional strategies are vital. Also, teaching communication skills as well as good evaluation techniques are important.

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Background and Objective: In the recent years, the steady education has confronted with some challenges. Most of the studies estimate that the effectiveness of these programs is moderate; therefore, due to the importance and background of these researches, we assessed the current steady education in a qualitative way via the perspective of general practitioners (GPs).

Materials and Methods: This research with a qualitative approach was done among the Qazvin city s GPs  in 2015. The inductive content analysis was done for 3 focus groupS of discussions (FGD). IN in order to gather the data, a purposive sampling method until data saturation was used. All interviews were recorded,too.

Results: 23 General physicians participated in our study.The Data analysis led to the extraction of 6 main categories, 22 subcategories, 51 sub-codes, and, 67 suggested solutions. The main categories of participants included (2 subcategories), teachers (3 subcategories), policy (5 subcategories), designing  (4 subcategories), subject (3 subcategories) and the  content (2 subcategories).The main problems which were detected among the categories are as follows: participants :  basic learning problems and low motivation of GPs; teachers: low level of statement , being unfamiliar with  difficulties  which GPs face with and not having a certain goal; policy: exclusion of GPs ideas, low motivation of universities in holding programs with high quality, inadequate infrastructure in  training ,the inappropriate time of holding programs ,paying no attention to evaluation results and also the results that the teachers were not informed of them.; design: lack of appropriate technology, lack of target group level, boring and inappropriate form of holding; subject: mismatching the issues with needs  for general physicians, lack of focus neither  on the subject of the application, nor on a variety of topics; content: not practical and not updated program content and lack of coordination between the teachers in the delivery of the content.

Conclusion: The entire process of the steady education from needs assessment until the program requires a necessary revision and intervention. Increasing capabilities of teachers, concordance of teaching objectives with medical needs, teaching methods revision, providing structured feedback to the organizers and teachers seems to be very essential. Moreover, the use of more realistic Indicators for evaluation of the program, such as improving clinical performance must be considered, too.

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Background and Object: Considering new e-teaching and e-learning systems, and electronic assessment tools, this study was performed assessing the efficiency and the effectiveness of a new generated comprehensive test management software (CTMS), named NAJMA, in medical resident evaluation.
Materials and Methods: This cross sectional descriptive study was conducted in Isfahan University of Medical Sciences in 2015. Statistical analysis of the questions was done comparing the two models of examination management performed in 2014 and 2015 to evaluate all medical residents of 21 specialties in Faculty of Medicine. Totally 6300 questions from 42 question books based on the model of exams hold in 2014 and 2015 were analyzed. A survey questionnaire was administered to faculty members to obtain their insight into their perceptions of the two models.
Results: The cost of formatting and performing the examinations was considerably lower in CTMS method. From the whole 377 members. 64.8% of faculties preferred the CTMS method in management of resident examinations. Number of residents participated in the examinations was 711 in 2014 and 668 in 2015. There were no differences among traditional and CTMS methods considering statistical analysis and Millman structural criteria.
Conclusion: Improving and utilization of CTMS method in all university and state examinations will result in reducing human and material costs. Meanwhile satisfaction of faculty members and security of the examinations will be improved by eliminating intermediate processes from developing to analyzing the examination questions.
 

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   The main goal of nursing education is training nurses, who are able to care for clients in clinical settings. Clinical learning is an essential part of nursing education (1). The internship course of nursing students is training during work, where students learn through repetitive practice in clinical settings. This course is passing from being a student to being a nurse. In addition, the presence of interns somehow eliminates the need for workforce in clinical settings, despite the fact that this subject is not pointed out in the educational curriculum (2).

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Background and Objective: One of the major education quality indicators is students’ academic engagement, which could be influenced by students' academic buoyancy and effective teacher features. The present study aimed to investigate the relationship between effective teacher features and academic engagement mediated by academic buoyancy of post-graduate students at Sistan and Baluchestan University.
Materials and Methods: This research is applied in terms of objective and a structural equation-based correlational study in terms of research method. Using stratified random sampling method and according to Cochran’s sampling formula, 341 postgraduate students were included in the study and filled in three questionnaires of effective teacher features, academic engagement, and academic buoyancy. Correlation coefficient of the structural equation model was used to analyze the data. SPSS software version 16 and LISREL software were used to run the analyses.
Results: There were significant correlation coefficients between the effective teacher features and academic engagement (r = 0.56, p <0.001), effective teacher features and academic buoyancy (r = .328 p <0.001), academic buoyancy and academic engagement (r=0.486, p <001). The direct effects of the effective teacher features on academic engagement (t =8.02, β = 0.98), effective teacher features on academic buoyancy (t =4.23, β =0.45) and academic buoyancy on academic engagement (t =4.43, β = 0.45) were significant. The indirect effect of the effective teacher features on academic engagement with regard to the mediating role of academic buoyancy (β = 0.157) was also significant.
Conclusion: University professors can enhance the academic buoyancy and academic engagement of their students through employing cultural-educational, training, research and service-executive indicators.
 

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Background & Objective: Blended learning is the thoughtful integration of e-learning and face-to-face learning, which has been accepted in the field of medical education. Given the importance and complexity of this novel educational system, this study aimed to recognize and gain an in-depth understanding of the factors and dimensions affecting the effectiveness of blended learning based on the experiences of stakeholders in this area.
Materials and Methods: In this qualitative research, content analysis approach was applied. Subjects included seven faculty members of Iran University of Medical Sciences with a history of teaching through virtual education systems for a minimum of two years and eight MSc students in medical disciplines, selected by convenience sampling. Data analysis was performed applying the seven-step Colaizzi method.
Results: In this study, five categories, including student capabilities, teacher competencies, technical aspects, pedagogical field, and supportive environment, and 40 subcategories were obtained.
Conclusion: The importance of teaching-learning and increasing demand for access to education from one hand and emphasis on the effectiveness of education from the other hand are among the major challenges of all educational systems. According to the results of the study, the desirable position of this type of training could be found by the fundamental review of acceptance of students and professors and providing the necessary technical facilities.
 

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