@article{ author = {ParvizK., and SharifiM.,}, title = {Relationship between cognitive and metacognitive strategies and educational success in urban and rural high school students}, abstract ={  Aims: Regarding the learning strategies, cognitive and meta-cognitive learning strategies are emphasized in general. Fans and critics of meta-cognitive strategies have controversial opinions on the capability of this concept in predicting educational success. The main aim of this research was to evaluate the relationship between learning strategies and educational success in urban and rural students.   Methods: This correlation study was carried out on 278 rural and urban high school students of Gilan-e-gharb County in 2006. Schools were selected by randomized sampling method and the students were selected by multistage cluster sampling. The measurement tool was the questionnaire of learning strategies used after confirmation of its reliability and validity. Data were analyzed by descriptive statistical methods, Pearson correlation and independent t-test using SPSS 16 software.   Results: There was a significant positive correlation between using cognitive learning strategies and the students’ averages (p=0.012). There was also a significant positive correlation between using meta-cognitive learning strategies and the students’ averages (p=0.001). There was a significant difference between urban and rural students’ average scores of using cognitive and meta-cognitive strategies (p=0.01) and urban students used both strategy types more than rural students.   Conclusion: Use of both cognitive and meta-cognitive learning strategies is effective in educational success. In addition, the residence location is also effective in using these strategies in a way that urban students use both types of learning strategies more than rural students.  }, Keywords = {Keywords: Learning Strategies, Cognitive Strategies, Meta-Cognitive Strategies, Educational Success}, volume = {4}, Number = {1}, pages = {1-6}, publisher = {Baqiyatallah University of Medical Sciences}, url = {http://edcbmj.ir/article-1-93-en.html}, eprint = {http://edcbmj.ir/article-1-93-en.pdf}, journal = {Education Strategies in Medical Sciences}, issn = {2345-5284}, eissn = {2345-5284}, year = {2011} } @article{ author = {RahmaniR., and MehrvarzSh., and ZareeiA., and RahmaniS., and SalariM.M., and YusefiM.,}, title = {Related factors to comprehensive basic medical sciences’ examination result of medical students}, abstract ={    Aims: Basic medical science course is the first stage of medical education. Evaluation of comprehensive examinations is an index of assessing the performance quality of universities, students and educational departments. This study was carried out with the aim of determining the comprehensive medical basic science examination results and its related factors in a five-year period.   Methods: This descriptive-analytical study was carried out on 153 medical students of one of the medical universities of Tehran city participating in the comprehensive basic medical science examination during 2004-08, who were selected by census sampling method. The data collection tools were the questionnaire and checklist of demographic data and student and educational factors. Data was analyzed by Student T -test, Chi-square test and variance analysis using SPSS 12 software .   Results: The mean and standard deviation of students’ diploma average score, basic medical science course average score and the comprehensive basic medical science examination score in the five-year period were 15.17 and 1.39, 14.93 and 1.50 and 118.34 and 19.95, respectively, while the national average score was 121.3 at the same period. The mean score of the studied university was above national average in September 2005, September 2006, February 2007 and February 2008.   Conclusion: The mean score shows an increasing trend on the whole, but decreases since 2006.}, Keywords = {Keywords: Comprehensive Basic Medical Sciences’ Examination Results, Related Factors }, volume = {4}, Number = {1}, pages = {7-13}, publisher = {Baqiyatallah University of Medical Sciences}, url = {http://edcbmj.ir/article-1-108-en.html}, eprint = {http://edcbmj.ir/article-1-108-en.pdf}, journal = {Education Strategies in Medical Sciences}, issn = {2345-5284}, eissn = {2345-5284}, year = {2011} } @article{ author = {TamannaifarM.R., and GandomiZ.,}, title = {Correlation between achievement motivation and academic achievement in university students}, abstract ={    Aims: Identifying factors that lead to academic achievement and impede academic failure is of special importance. Some studies suggest that there is a direct relationship between achievement motivation and academic achievement however, some experts doubt their direct relationship. The objective of the present study was to investigate the relationship between achievement motivation and academic achievement.   Methods: This descriptive correlation study was performed on 304 students of Kashan University who were selected by simple random sampling during 2007-2008. Data was collected using the Herman’s questionnaire of achievement motivation. The mean scores of students were used as an index for academic achievement. Data were analyzed by descriptive statistics, independent t-test and Pearson correlation coefficient using SPSS 15 software.   Results: There was significant relationship between achievement motivation and academic achievement (p=0.001). The mean scores of achievement motivation showed a significant difference between male and female students in a way that the achievement motivation of female students was found to be higher than male students. There was a significant correlation between achievement motivation and age (p=0.05). Conclusion: There is a significant relationship between achievement motivation and academic achievement. In addition, the difference between male and female students is significant regarding their motivation and academic achievement and the achievement motivation and academic achievement of females is higher in female students. In addition, age has correlation with achievement motivation.}, Keywords = {Keywords: Achievement Motivation, Academic Achievement, University Students}, volume = {4}, Number = {1}, pages = {15-19}, publisher = {Baqiyatallah University of Medical Sciences}, url = {http://edcbmj.ir/article-1-104-en.html}, eprint = {http://edcbmj.ir/article-1-104-en.pdf}, journal = {Education Strategies in Medical Sciences}, issn = {2345-5284}, eissn = {2345-5284}, year = {2011} } @article{ author = {TofighiSh., and SadeghifarJ., and HamouzadehP., and AfshariS., and ForuzanfarF., and TaghaviShahriS.M.,}, title = {Quality of educational services from the viewpoints of students SERVQUAL model}, abstract ={  Aims: By studying the gap between expectations and perceptions of students from educational services, we can provide the base for developing appropriate programs for the improvement of educational services. This study was performed to assess the quality of educational services from the viewpoint of allied health sciences students in Tehran University of Medical Sciences.   Methods: In this descriptive cross-sectional study, 170 allied health sciences students were selected by simple random sampling method in 2010. The standard SERVQUAL questionnaire including the two parts of individual characteristics and the five educational service quality dimensions was used for data collection. Data were analyzed by SPSS 16 using descriptive statistics and Kolmogorov-Smirnov test, one-way variance analysis, Tukey’s post hoc test and paired T-test.   Results: There was a quality gap in all educational service quality dimensions and the related measuring phrases. The highest average of quality gap was observed in the empathy (-1.57) and then in tangibles (-1.55), responsiveness (-1.42) and reliability (-1.40), respectively. The lowest average belonged to assurance (-1.31). There was a statistically significant relationship between the quality gap in different dimensions of educational service quality and its related phrases (p<0.001).   Conclusion: Expectations of students are beyond their perception from current situation and their expectations are not met in any of service dimensions. To improve the quality of educational services, all the dimensions especially empathy should be in priority.}, Keywords = {Keywords: SERVQUAL, Quality, Educational Services, Assessing, Student}, volume = {4}, Number = {1}, pages = {21-26}, publisher = {Baqiyatallah University of Medical Sciences}, url = {http://edcbmj.ir/article-1-118-en.html}, eprint = {http://edcbmj.ir/article-1-118-en.pdf}, journal = {Education Strategies in Medical Sciences}, issn = {2345-5284}, eissn = {2345-5284}, year = {2011} } @article{ author = {MomeniMahmueiH., and TeimuriS., and SedaghatFarimaniB.,}, title = {Principals and teachers’ attitude in relation with manipulating qualitative and quantitative evaluation in intended, implemented and experimented curriculum}, abstract ={    Aims: Evaluating the curriculums is one of the important activities in the education process that demonstrates success and efficacy and has various benefits. The main aim of the present study was to compare the intended, implemented and experiential curriculum evaluation by means of quantitative and qualitative evaluation from the viewpoint of schoolteachers and principals.   Methods : This survey research was performed on two groups on schoolteachers and principals of Saleh-Abad who were employed during 2009-2010 academic year. The first group consisted of 35 primary school principals who were selected by census sampling method and the second group consisted of 285 schoolteachers who were selected by simple random sampling. Data was collected by a researcher-made questionnaire and was analyzed by descriptive analytical methods and independent t-test using SPSS 16 software.   Results: There was no significant difference between the two groups regarding the use of quantitative and qualitative evaluation in intended, implemented, and experiential curriculum evaluation.   Conclusion: There is no significant difference between principals and teachers’ viewpoint about using quantitative and qualitative evaluation in intended, implemented and experiential curriculum evaluation. In other words, both groups agree on using qualitative and quantitative evaluation in curriculum evaluation.}, Keywords = {Keywords: Curriculum Evaluation, Qualitative Evaluation, Quantitative Evaluation, Types of Curriculum}, volume = {4}, Number = {1}, pages = {27-30}, publisher = {Baqiyatallah University of Medical Sciences}, url = {http://edcbmj.ir/article-1-113-en.html}, eprint = {http://edcbmj.ir/article-1-113-en.pdf}, journal = {Education Strategies in Medical Sciences}, issn = {2345-5284}, eissn = {2345-5284}, year = {2011} } @article{ author = {SereshtiM., and BanaeianSh., and DelaramM., and KazimeianA., and SafdariF., and ShamaeiZ.,}, title = {Educational needs of midwife alumni work in health care centers}, abstract ={  Aims: Determination of educational needs is the first step in educational planning and the first factor of ensuring the quality and efficacy of education process. Midwives’ sufficient knowledge and improvement of their decision-making will lead to performance progress. The a im of this study was determining the educational needs of midwives working in hospitals and healthcare centers of Chaharmahal & Bakhtiari province.   Methods: This cross-sectional study was performed on 280 midwives and 50 healthcare center authorities of hospitals and healthcare centers of Chaharmahal & Bakhtiari who were selected by census sampling method in 2009. Data was collected by a researcher-made questionnaire containing three sections of demographic characteristics, educational needs related to their specialty or general domains and priority in educational needs. Data were analyzed by descriptive statistics and Chi-square, student T-test and one-way ANOVA using SPSS 15 software.   Results: There wasn’t significant difference in the average scores of educational needs in specific and general domains from authorities and midwives’ point of view (p>0.05). There was a significant relationship between the average score of educational needs and work place in obstetrics (p=0.002), maternal and child health (p=0.038) and neonatal (p=0.025) domains. There was a significant relationship between the average score of educational needs and the academic level of education in general domains (p=0.025).   Conclusion: Holding educational classes of English, use of Information Technology (IT) in obstetrics, resuscitation, research methodology, religious and legal commandments, abnormal uterine bleeding, hypertensive disorders, neonatal medical treatment and common gynecologic infections seems essential as educational priorities.}, Keywords = {Keywords: Midwife, Health Care Center, Hospital, Educational Needs}, volume = {4}, Number = {1}, pages = {31-37}, publisher = {Baqiyatallah University of Medical Sciences}, url = {http://edcbmj.ir/article-1-121-en.html}, eprint = {http://edcbmj.ir/article-1-121-en.pdf}, journal = {Education Strategies in Medical Sciences}, issn = {2345-5284}, eissn = {2345-5284}, year = {2011} } @article{ author = {NamdaripezhmanM., and KarimiyanH.,}, title = {Qualitative assessment of students’ activity by e-portfolio:Facilities and limitations}, abstract ={    Introduction : Assessment is one of the most important elements in improving the quality of high educational systems. Assessment has also been revolutionized with the appearances of new approaches in education and improvement of new technologies in this field. E- Portfolios are instruments that make qualitative assessment possible in electronic environments. Using graphic, sound and film will help learners in administrating their thoughts and highly will cover their interests. Authors have investigated the assessment process in traditional and web-based environments, have set forth their differences and have provided a novel prospect for the development of assessment based on portfolios in E-learning environments, in this study.   Conclusion : E-portfolios provide a higher level of interaction between learners, teachers and parents. Learners should have the essential technical skills of using computers and be aware of the aim of creating portfolios and their organizing methods and assessment criteria. Educational institutes can use different E-portfolios based on their needs. Each portfolio has specific capabilities and needs hardware and software facilities and manpower with specific skills for optimum use. An E-Portfolio is a subset of assessment but not the whole of it or a separate part.}, Keywords = {Keywords: Qualitative Assessment, Portfolio, E-Learning, E-Portfolio}, volume = {4}, Number = {1}, pages = {39-46}, publisher = {Baqiyatallah University of Medical Sciences}, url = {http://edcbmj.ir/article-1-128-en.html}, eprint = {http://edcbmj.ir/article-1-128-en.pdf}, journal = {Education Strategies in Medical Sciences}, issn = {2345-5284}, eissn = {2345-5284}, year = {2011} } @article{ author = {MasoumiM., and EbadiA., and DaneshmandiM., and RaeisifarA.,}, title = {Concept mapping modern teaching strategy in nursing education}, abstract ={    Introduction: Nurses’ capabilities in providing correct, efficient and ensured healthcare based on patients’ needs and coordinate with other healthcare staff is essential in promotion of healthcare services. A noticeable fact is that nurses should be thoughtful critics and problem solvers and effective deciders in order to achieve desired healthcare outcomes. Critical thinking is extensively considered in the basic goals of nursing education. Therefore, nurse educators are under pressure to prepare graduates who are capable of critical thinking and problem solving in different clinical centers. Use of active teaching strategies instead of traditional memory improving methods is required in order to promote meaningful learning. Alternative methods are offered in the present study.   Conclusion: Concept mapping is one of the modern teaching strategies, which was first introduced by Novak and Gowin in 1984 to facilitate the process of meaningful learning. Concept maps are schematic diagrams that put together a set of concepts and meanings in an ordered and hierarchic framework based on the learning structure of human brain by creating a logical relationship among them. Therefore, concept mapping is an active teaching strategy that helps nurse educators prepare graduates that are capable of critical thinking in complex health care environments. Concept maps can be used to develop students’ critical thinking skills, provide holistic patient-oriented cares and prepare the students for clinical activities and link theoretical and clinical practices.}, Keywords = { Keywords: Concept Map, Teaching Strategy, Nursing Student}, volume = {4}, Number = {1}, pages = {47-51}, publisher = {Baqiyatallah University of Medical Sciences}, url = {http://edcbmj.ir/article-1-87-en.html}, eprint = {http://edcbmj.ir/article-1-87-en.pdf}, journal = {Education Strategies in Medical Sciences}, issn = {2345-5284}, eissn = {2345-5284}, year = {2011} }