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Introduction: In modern models of learning, learner’s readiness is so important that its importance has been emphasized for active participation and self-motivation of learners. Because it plays an important role in learning. Interprofessional education is one of the new models with enhanced cooperation, quality of services and improves patient care. This study aimed to assess readiness of medical, nursing and radiology students of Mashhad University of Medical Sciences for interprofessional learning as well as examine its correlation with some demographic variables. Methods: this was a cross-sectional descriptive study in 2013-2014.Samples were recruited through convenience sampling method from of medical, nursing and radiology students of Mashhad University of Medical Sciences. Data were gathered through the Readiness for Inter Professional Learning Scale (RIPLS). Results: 330 students filled the questionnaires among which 305 questionnaires were subjected to analysis. They were recruited from nursing, radiology and medicine. The mean score for nursing discipline was 72/19, for radiology was 72/84 and for medicine was 68/45. Also the standard deviation of students’ scores, respectively, was 36/9, 86/7 and 85/9. There were no significant correlation between readiness for interprofessional readiness and contextual variables consisted of gender and discipline. There is a significant correlation between interprofessional readiness of students in mediine and radiology and variable consisted of age, but this wasn’t in nursing students. Conclusion: Regarding the acceptable (higher than mean score) students’ readiness, and Insignificant relationship between the students’ readiness and contextual variables, Educational planners and managers have an opportunity to take steps to the development of interprofessional education with Fewer restrictions and by considering the other factors.

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Background and Objectives: Self-directed learning readiness and learning styles are two important characteristics of learners and individual learning must be considered in order to design and implement effective training. Therefore, this study was performed in order to determine the relationship learning styles with Self-directed Learning Readiness of nursing students. Materials and Methods: All nursing students of Zanjan University of Medical Sciences were enrolled in a cross-sectional study in the second semester of the academic year in 2014. Data gathering instruments included 3 questionnaires of demographic features, Fisher`s self-directed learning readiness scale, and the Kolb's learning styles inventory. Data was analyzed by SPSS software 16 using descriptive and interferential statistical methods. Results: The mean scores of overall SDLR were 157/39±15/59 and learning styles maximum of students was Assimilator (9/54%). Total average readiness of SDL (P=0/039) and self-management scope (P=0/031) and the scope of self-control (P= 0/021) had statistically significant differences for students with different learning styles. Conclusion: Attention to these components is effective in nursing education, in promoting profession and training of nurses and effective lifelong learners with regard to the lack of interest in the nursing field and withdrew from the course and out of the profession. Keywords: Self-directed readiness, Learning, Learning Styles, Nursing Students, zanjan.

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Background and Objective: Learning based on new technologies has improved educational system deficiencies and brought about major changes in educational system. In order to implement this new method of teaching, this study aimed to determine students' readiness in Zanjan Medical Sciences University.

Materials and Methods:  In a cross-sectional study, e-learning readiness of 120 students was investigated using random stratified sampling. Data collection instruments included demographic and Watkins standard e-learning readiness questionnaire. Readiness was calculated in three low, moderate and good levels. Data was analyzed using descriptive statistics and chi-square test.

Result: By considering all the aspects of e-learning readiness, the results showed the majority of students had a good level of readiness. Readiness of students in 4 aspects of access to technology, motivation, ability to learn through media, online group discussions were moderate and in the aspects of communication skills, major factor of success in e-learning were good. Level of readiness significantly associated with students’ course study (0.001) and educational level (0.006) while this relationship was not significant with the students’ sex, age, and semester.

Conclusion: Despite the fact that the majority of students had a good readiness, the readiness of other elements such as organizations, managers, and teachers also should be considered. Regarding the relationship between demographic factors and readiness, the appropriate intervention to improve the level of readiness, especially among undergraduate students is necessary.

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Background & Objective: Academic motivation plays a significant role in self-directed learning due to giving energy to learners and directing their activities. This study aimed to evaluate the relationship between academic motivation and hope for the future with readiness for self-directed learning in dental students in Isfahan University of Medical Sciences and Islamic Azad University, Isfahan, Iran.
Materials and Methods: This descriptive, correlational study was performed on dental students in Isfahan University of Medical Sciences and Islamic Azad University, Isfahan (Khorasgan) branch. In total, 265 students were selected using Krejcie and Morgan Table. Data collection tools included demographic characteristics questionnaire, adults dispositional hope scale, and academic motivation and self-directed learning readiness scale, which were completed by the participants during the study. In addition, data analysis was performed in SPSS version 16 using Pearson’s correlation coefficient and multiple regression tests in a step-by-step form.
Results: In this study, there was a positive, significant relationship between academic motivation and hope for the future (P<0.001), academic motivation and readiness for self-directed learning (P<0.001) and between hope for the future and readiness for self-directed learning (P<0.001).
Conclusion: According to the results of the study, a positive, significant relationship was identified between academic motivation with hope for the future and readiness for self-directed learning. Our results can be used by dental education planners and professors to improve the quality of dental education as a step toward educational development.
 

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Background: one of the most important individual factors that affect the acceptance and effectiveness of mobile learning is readiness. The aim of this study is to assess the Mobile Learning Readiness in dental students of Zanjan University of Medical Sciences in 2018-2019.

Methods: In this descriptive crosssectional study, a total of 355 dental students at Zanjan University of Medical Sciences completed 279 questionnaires. Data were collected using the standard translated version of Mobile Learning Readiness (MLR) questionnaire after determination of its validity and reliability. SPSS software was used for data analysis.

Results: The mean(±standard deviation) score of mobile learning readiness in three dimentions of self-efficacy, optimism, self directed learning were 3.89±0.71, 3.82±0.71 and 3.57±0.81, respectively. Total mean (±standard deviation) score of mobile learning readiness was 3.80±0.65.
Conclusion: The results of this study showed that  Level of Mobie learning readiness was higher than moderate and there is a positive attitude toward mobile learning in dental students. Mobile learning technology is very useful to enhance education of students.