@article{ 
author = {Mirzaei, Masou},  
title = {Editorial}, 
abstract ={},  
Keywords = {},
volume = {13},
Number = {1}, 
pages = {1-1}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-913-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-913-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Firouzi, Mohammad reza and َAmani, Massoumeh and jourkesh, Fatemeh},  
title = {Effectiveness of David Merrill’s Problem-Oriented Model in Midwifery Education}, 
abstract ={Introduction: Development of societies depend on the level of education and the quantitative and qualitative development of the educational system, in particular the higher education system. Considering the importance of the problem-oriented model in increasing the effectiveness of education in, the purpose of this study is to introduce an effective problem-oriented model to promote medical science education. Methods: This quasi experimental study was conducted on 43 students of the Faculty of Midwifery, Islamic Azad University- Larestan Branch in 2016. The sample was selected according to convenient sampling method. 23 students were enrolled in the experimental group and 20 in the control group. The research instruments included two attitudes and satisfaction questionnaires as well as a graduation test. The content validity was used as a validation tool. The reliability of the satisfaction and attitude questionnaire was 87% and 83%, respectively according to Cronbach's alpha and the reliability of the course test was 91% according to the Kurdr -Richardson method. Findings: The results of this study indicate a general improvement in midwifery education in three areas of attitude (p <0/000), satisfaction (p <0/000) and learning (p <0/000) of learners according to the initial principles of education from David Merrill. Conclusion: This model can be used in general medicine and midwifery education in particular. Keywords: Education, Midwifery, Educational Design  },  
Keywords = {Keywords: Education, Midwifery, Educational Design},
volume = {13},
Number = {1}, 
pages = {2-15}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-841-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-841-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {asadi, somayeh and Mazlom, Seyed Reza and Hasanzadeh, Farzaneh and Manzari, Zahra sadat},  
title = {Design of the Structure of a Comprehensive Examination for Bachelor of Nursing: A Delphi Study}, 
abstract ={Evaluation is a principle of educational processes Comprehensive examination is one of evaluation types that is recently considered in undergraduate nursing, but its structure has not been specified and universities are responsible for examining it. The aim of this study is to design a comprehensive and practical test for undergraduate nursing students. Methods: This modified classic Delphi method was conducted in two stages in 2016. The participants were academics of the nursing and midwife school, educational supervisors, head nurses, nurses and students of Mashhad University of Medical Sciences. Thirty six participants were selected based on major purpose. The first part was designed in order to extract indexes and components of comprehensive examination by literature review and deep interviews after a comprehensive examination was codified in three rounds (face to face and online). The collected data were analyzed based on the percentage of agreement and IQR methods. Result: In this study, the framework of the comprehensive test was codified based on four sections including content, assessment methods, holding conditions of exam and acceptance criteria. Content was included adult and elderly nursing courses, pediatric nursing, maternal and child health, family health nursing, psychiatry and ethics. The OSCE and DOPS methods were determined as the most appropriate method for evaluating clinical skills. Passing mark was considered 14/20. In addition, other criteria for acceptance and rejection, appropriate examination centers, duration, execution time and implementation team. Conclusion: Indices comprehensive test have been adjusted according to the perspectives of nursing and education experts, global trends and local conditions can be used for the nursing and midwife School in order to facilitate accessing desired goals in this evaluation. Keywords: Examination, Final Examination, Evaluation, Clinical Competence, Nursing, Delphi Technique},  
Keywords = {Comprehensive examination, Evaluation, Clinical Competence, Nursing, Delphi Technique},
volume = {13},
Number = {1}, 
pages = {16-30}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-799-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-799-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Farokhi, Hossein and Karami, Amir and MirDrikvand, Fazlollah},  
title = {The Effect of Teaching Metacognitive Strategies on Improving Academic Achievement and Reducing Test Anxiety in Nursing Students}, 
abstract ={Introduction: Students from any country are considered to be intellectual and Spiritual assets of that country. The effectiveness of each educational system is the degree to which students learn their academic achievement, test anxiety negatively affects academic achievement. Since metacognitive strategies are considered as the main and important aspects of learning strategies. The purpose of this study was to investigate the effect of teaching metacognitive strategies on improving academic achievement and reducing test anxiety in nursing students. Methods: This research was applied to the target and based on the method of a semi-experimental that was used for the pre-test and post-test design with the control group. The research population consisted of undergraduate students studying semester 2017-18 in the Faculty of Nursing and Midwifery of Mashhad University of Medical Sciences. 40 patients (20 in the experimental group and 20 in the control group) were selected by systematic random sampling. In this study, the test anxiety scale was used by Abolghasemi et al. To determine academic achievement, mean of the end of the two consecutive semesters was used. In order to remark ethical considerations, the sample group was assured that their information would remain confidential, also before submitting the questionnaires, by providing clear explanations, the information about the research was communicated to the students, and the researcher told the subjects that they could withdraw from the research at any time. Descriptive indices and covariance analysis were used to analyze the data. Result: The total number of samples in this study was 40, of which 64% were women and 36% were male. In terms of age, 89% of the sample group were 19-21 years old with an average age of 19/54 years, and 68% native, and 32% were non-natives and residents of the dormitory. 85% were single and 15% were married. The results of covariance analysis showed that the training of metacognitive strategies significantly increased the academic achievement of students (F = 7.54 and p>0.001) and also reduced students' test anxiety (F = 10.12, p>0.001). Conclusion: Using metacognitive strategies by students can have an effect on the reduction of test anxiety and in many cases it prevents test anxiety and also improves academic achievement. Keywords: Metacognitive Strategies, Academic Achievement, Test Anxiety, Nursing Students      },  
Keywords = {Keywords: Metacognitive Strategies, Academic Achievement, Test Anxiety, Nursing Students},
volume = {13},
Number = {1}, 
pages = {31-41}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-862-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-862-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Hakimi, Soraya and Talepasand, Siavash},  
title = {The Structural Relations of self-efficacy and social support with subjective well-being in Medical Students: mediator role of emotional exhaustion and academic engagement}, 
abstract ={Introduction: Evaluation of relationships among effective factors on educational issues of medical students is important. The aim of this study was to determine the structural relationships among subjective well-being, self-efficacy and social support with emotional exhaustion by mediating academic engagement. Methods: The study sample consisted of 310 medical students (142 females and 168 males) who were 24 to 47 years old according to cluster random sampling. Participants completed subjective well-being questionnaires including; life satisfaction, positive affect and negative, emotional exhaustion, academic engagement, self-efficacy and social support. Data were analyzed by path analysis using LISREL software. Result: Mean age of participants was 23.2±2.0. Most students were female (71.8 percent), single (85.9 percent) and live in dormitories (69 percent). Level of motivation in most subjects was average and had significant relation with age, sex, parents’ education level, field of study, welfare, faculty education, Training centers and job future (p <0.001). Conclusion: The results showed that emotional exhaustion has a structural effect on well-being, directly. Also, emotional exhaustion has a mediator role in relation between social support and well-being. In addition, self-efficacy and social support have direct effects on academic engagement and emotional exhaustion. On the other hand, academic engagement has a mediator role between these two variables and emotional exhaustion. Keywords: Self-efficacy, social support, subjective well-being, emotional exhaustion, academic engagement.  },  
Keywords = {Keywords: Self-efficacy, social support, subjective well-being, emotional exhaustion, academic engagement},
volume = {13},
Number = {1}, 
pages = {42-57}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-854-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-854-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {kazemipoor, maryam and sattarboroujeni, sepehr and hakimian, roghayeh},  
title = {Patient empathy and related factors in undergraduate and postgraduate dental students}, 
abstract ={Introduction: Communicating effectively with patients is the first step to begin clinical empathy. Empathy is a cognitive and behavioral attribute that plays an important role in the clinical performance of health care professionals. The aim of the present study was to evaluate empathy in undergraduate and postgraduate dental students of Shahid Sadoughi University of Medical Science. Materials & Methods: In this descriptive cross-sectional study 312 dental students, 252 undergraduates and 60 postgraduates, were completed the HP version of the Jefferson Scale of Physician Empathy. Data were analyzed by SPSS17 using T-test and ANOVA. The significance level was set as P≤ 0.05. Results: Overall, 177(56.7%) men and 135(43.3%) women, with the mean age as 25.0±3.1 and age range between 21.0-45.0 participated in the study. The mean empathy scores was 86.6±8.8 (ranged between (69.0-118.0). The means of empathy scores was not significantly related with age, sex, university admission status and educational level (P< 0.05). In contrast, there were statistically significant correlation between empathy and marital status (P=0.05), education level (P=0.017) and passing the “communication skills” course (P=0.004). Conclusion: Based on the results of the present study, many factors could affect the empathy levels in dental students. Since the empathy scores in the present study are not satisfactory, a proper educational program to improve the empathy levels in dental students seems to be necessary. Keywords: Dentistry, Education, Empathy, Students  },  
Keywords = {Keywords: Dentistry, Education, Empathy, Students},
volume = {13},
Number = {1}, 
pages = {58-67}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-878-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-878-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Mousavi, Alireza and mohammadi, parviz and Almasi, Ali and Pirsahb, Meghdad and Hosaini, Hiwa and Asadi, Fatemeh and Khashij, Maryam},  
title = {The effect of apprenticeship on the knowledge and function of students of environmental health engineering}, 
abstract ={Introduction: Creating optimized opportunities for experiential learning and practical training is an important factor that improves the quality of education. This study aims to identify and analyze the mechanism of improving apprenticeship course for the students of Environmental Health Engineering at School of public Health in Kermanshah. Methods: This study is based on comparing the quality of education in apprenticeship courses by before – after study. The participants were the students who passed the apprenticeship course in the first semester of 2014 -2015 (32 students). The SPSS v.16 and the statistical T-test were used for statistical analysis. Results: The average scores for men before apprenticeship was 2.02±0.41 and after the apprenticeship was 2.82 ±0.44, and the average scores for women before and after the apprenticeship were respectively 1.9±0.34 and 2.84±0.37, respectively. The level of training during the apprenticeship course influence on increasing knowledge in the students of environmental health engineering. Conclusion: Analyzing the effective factors on improving the apprenticeship course influenced by the following factors: implementation method of effective roles of the educating units, playing an effective role in apprenticeship course, supplementary training activities during the serving time and playing an effective role be apprentices. Keywords: Theoretical knowledge; Apprenticeship; Environmental Health Engineering  },  
Keywords = {Keywords: Theoretical knowledge, Apprenticeship, Environmental Health Engineering},
volume = {13},
Number = {1}, 
pages = {68-76}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-849-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-849-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Hakak, mohammad and Hozni, Seyed Ali and Shahsiyah, Ne},  
title = {Third Generation University is an indispensable necessity for health education}, 
abstract ={},  
Keywords = {University, the third generation, health education},
volume = {13},
Number = {1}, 
pages = {77-80}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-809-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-809-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {enjezab, behnaz and bokaie, mahshid and dafei, maryam and noorishadkam, mahmood and heidari, mohammadrez},  
title = {Introducing a project to improve the quality of clinical learning of midwifery students using one-to-one teaching model}, 
abstract ={},  
Keywords = {},
volume = {13},
Number = {1}, 
pages = {81-85}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-872-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-872-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Mirzaei, Masou},  
title = {Editorial}, 
abstract ={},  
Keywords = {},
volume = {13},
Number = {2}, 
pages = {86-86}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-940-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-940-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Masoomi, Rasoul and Amanollahi, Alirez},  
title = {Why Iranian Biomedical Articles Are Retracted?}, 
abstract ={Introduction: Retraction of articles occurs as a result of scientific misconducts or honest errors. The present study aimed to examine retracted articles on PubMed database written by Iranian authors in biomedicine. Methods: In this descriptive cross-sectional study, all retracted articles on PubMed database written by Iranian authors were retrieved using the following keywords; Iran [AD] AND "Retracted Publication"[PT]. The following data were extracted based on a specific form: first and last names of the first author, publication year, journal name, country of publication, number of citations, and retraction notices. Then, retraction notices were examined and the reasons for retraction were categorized. Results: In total, there were 145 retracted articles, showing a rise in recent years. However, the ratio of retracted articles to all articles was not increased. Plagiarism (46.90%), compromised peer review (40%), and duplicate publication (19.31%) were the most important reasons for retraction. Over 80% of articles (118 articles) were retracted due to scientific misconduct. More than 32% of all articles (47 articles) were published in three journals. The largest number of articles pertained to biochemistry and molecular biology (25 articles), pharmacology and pharmacy (24 articles), and oncology (21 articles). Conclusions: It is essential that the reasons for scientific misconduct be identified and proper education be offered to students and researchers. These behaviors can be avoided by empowering researchers by attending in writing and research ethics training while penalizing those who misconduct. Keywords: Scientific Misconduct, Plagiarism, Retracted Publication, Biomedical Articles  },  
Keywords = {Keywords: Scientific Misconduct, Plagiarism, Retracted Publication, Biomedical Articles},
volume = {13},
Number = {2}, 
pages = {87-100}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-885-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-885-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {SadriDamirchi, Esmaeil and jafarikafash, Karim and Kiani, Arefe and BalakhaniTulegilani, Azar},  
title = {Prediction of Critical Thinking Based on Autonomous Learning and Epistemological Beliefs in Dentistry Students}, 
abstract ={Introduction: Critical thinking is a set of mental attitudes and habits that promote the ability to research, problem solving, self-management, decision-making and lifelong learning in students.The purpose of this study was to predict the tendency toward critical thinking and self-learning based on epistemological beliefs in dentistry students. The research method was cross sectional descriptive. The statistical population of the study was all enrolled dentistry students of University of Medical Sciences (221 people) in the academic year 2018-2017 Methods: Among them, 150 students (62 boys and 88 girls) were selected by random sampling method. In order to collect data, the Schumer's Epistemological Beliefs Questionnaire (1998), Pintrich and De Groot Learning Strategies Questionnaire (1990) and Badri's Critical Thinking Scale (2007) were used. Results: To analyze data, Pearson correlation coefficient and regression analysis were used. Findings showed that there is a positive and significant relationship between epistemological beliefs and the tendency to critical thinking and between self-learning and its components with critical thinking. Also, regression analysis showed that the epistemological beliefs predict 41% and self-learning predicts 45% of critical thinking. Conclusion: Learning autonomy and epistemological beliefs can be considered as influential factors on the students' critical thinking Key words: Self learning, Epistemological beliefs, Tendency to critical thinking  },  
Keywords = { Key words: Self learning, Epistemological beliefs, Tendency to critical thinking},
volume = {13},
Number = {2}, 
pages = {101-113}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-869-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-869-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {akbari, zahr},  
title = {The Need to Develop and Incorporate the Soft Skills (General) Courses into the Educational Curriculum of Medical Sciences\' students}, 
abstract ={Introduction: The study of the current educational status of the Iranian universities and higher education system reveals that higher education does not incorporate the most essential soft skills required by the learners. The educational curriculum must reorganize these skills to improve learners’ educational and professional competence in general skills in parallel with academic and specific skills. This study aims to provide a framework for the basic soft skills courses university students are required to cover during their academic education in medical universities Methods: It was a qualitative study in which 57 MSc students of midwifery (14), nursing (35) and operating room (8) and 12 academic members in these fields of study (4) in each field) in Isfahan University of Medical Sciences were selected purposefully as they were the only available participants and volunteer lecturers in 1395-96. All of the students were working in clinical centers three days in a week. The students’ behaviors as far as their academic and occupational needs, expectations and general skills together with their academic skills were observed by the researcher. At the same time, their occupational and research behaviors, expectations, needs and skills in academic and clinical contexts were observed by their experienced content teachers. Individual and focus-group semi-structured interviews with the students and individual interviews with their content teachers, observations and field notes were used to achieve a comprehensive view of the skills required for work and education which implicitly incorporate the skills for having a healthy life. Data collection was continued until the point of saturation is reached. The interviews were recorded and transcribed with the participants’ consent. The primary themes and sub-themes were extracted through thematic analysis. To ensure consistency and accuracy of data, credibility, transferability, dependability and conformability criteria were assessed. Result: In this study, through data analysis, six main categories together with their subcategories were extracted from the data. The results revealed that they had various educational expectations and needs as far as soft skills are concerned. These skills were as follows: individual, spiritual, hygienic, educational-academic, occupational and communicative. Conclusion: The findings indicated that students are urgently required to be equipped with soft skills to enhance the quality of their individual, academic, occupational and social life. However, these skills have been neglected throughout their academic education. Therefore, their traditional educational curriculum needs to be revisited and modified in order to train productive graduates. To achieve this goal, integrated constant collaboration and consultation of different groups such as university students, graduates, employees, employers, academic members, parents and policy makers in ministry of education and higher education are required. Keywords: professional competence, health education, allied health personnel, schools, medical, Isfahan University of Medical Sciences, qualitative research.  },  
Keywords = {Keywords: professional competence, health education, allied health personnel, schools, medical, Isfahan University of Medical Sciences, qualitative research.},
volume = {13},
Number = {2}, 
pages = {114-139}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-810-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-810-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {saedzadeh, mohammad and mohamadi, yahya and asadi, farib},  
title = {The role of meta-cognitive beliefs and self-efficacy in the academic achievement of the students of Ferdows Paramedical Faculty in 2016}, 
abstract ={Introduction: The educational system of each society is concerned as the fundamental of its socio-economic development. Educational development is one of the important factors in evaluating educational systems. This study aims to investigate the relationship between metacognitive beliefs and self-efficiency with the students’ educational achievement of the students of Ferdows Faculty of Para-Medical Sciences in 2016 Methods: This is a descriptive study on all the faculty students. To gather data, Morgan’ and Grinkes Self-Efficiency questionnaire and Pintrich and Degroot‘Meta-Cognition and Learning Strategy Questionnaire welles and certwright Hotton were used. Data were analyzed by SPSS 18... Result: The student’s educational self-efficiency, meta- cognitive beliefs, and educational achievement were average (85.3%). The findings show that there is a ppositive and meaningful relationship between meta-cognitive strategies and self-efficiency with educational achievements (p<0.05). A positive relationship between student’s meta-cognitive beliefs and educational self-efficiency was observed. Conclusion: Increasing the students’ self-efficiency and meta-cognitive strategies can enhance their educational achievement. Keywords: Meta-Cognition, Self-Efficiency, Educational achievement  },  
Keywords = {Keywords: Meta-Cognition, Self-Efficiency, Educational achievement},
volume = {13},
Number = {2}, 
pages = {140-149}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-881-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-881-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Hayat, Aliasghar and Kojuri, Javad and Kohoulat, Naeimeh and Amini, Mitra and Zare, Solmaz},  
title = {What strategies are used for learning by successful medical students?}, 
abstract ={Abstract: Proper learning strategies are a prerequisite for successful performance in all educational environments. This study aims to investigate the use of various learning strategies in medical students and its relationship with their academic performance. In this cross sectional study, data were collected from Medical students in Shiraz University of Medical Sciences. The statistical population of the study included all medical students studying in the academic year 2016-2017 that 250 students were selected by simple random sampling method. Data were collected through motivated strategies for learning questionnaire (MSLQ) which was developed by Printich et al (1993). In this study two learning strategies were investigated; a meta-cognitive strategy including: planning, monitoring and regulating strategies (12 items) and b) resources management strategies including: managing time and study environment (8 items); peer learning (3 items) and help seeking (4 items). Validity and reliability of the questionnaire were confirmed. The results showed that the correlation between meta-cognitive learning strategies and resource management components (managing time and study environment, peer learning, help seeking) with students’ academic performance were significant (P<0.01). From which learning strategies components, meta-cognitive strategies with β=0.144 and managing time and study environment with β=0.277 could predict students’ academic performance. The results of ANOVA test showed there there were no difference between students studying at different levels (basic sciences, clinical clerckship) in terms of various learning strategies. There was no significant difference between male and female students in any of the learning strategies. The results of this study showed the importance of meta-cognitive and resource management strategies in predicting students' academic performance. Accordingly, the use of these strategies leads to increased learning in students. Keywords: learning strategies, academic achievement, medical students},  
Keywords = {Keywords: learning strategies, academic achievement, medical students},
volume = {13},
Number = {2}, 
pages = {150-160}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-863-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-863-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Askari, Roohollah and Hatamizadeh, Zahra and Sepase, Fatemeh and Rafiei, Sim},  
title = {Critical thinking skills among Healthcare Management college students: a case study in Iran: a study conducted in 2016}, 
abstract ={Introduction: One of the essential skills which helps healthcare management students succeed in leadership is development of critical thinking skills during their education. Our study objective was to assess critical thinking skills among healthcare management students of Shahid Sadoughi University of Medical Sciences in 2016. Methods: A descriptive, cross-sectional study was conducted among 90 healthcare management students in two bachelor and master’ degree studying in health faculty of Shahid Sadoughi University of Medical Sciences in 2016. To gather data, a standard questionnaire “California Critical Thinking Skill Test (CCTST)” was used and data were analyzed by SPSS 16 through descriptive and analytical statistical tests Results: Mean scores of critical thinking skill and its different dimensions were in a moderate level indicating its satisfactory condition among participants. Results of correlation test among study variables only confirmed a significant statistical relation between evaluation aspect and education degree (p<0.05). Moreover a direct significant correlation was recognized between the score of critical thinking skill and its related dimensions (p<0.05). Conclusion: Findings revealed that total score of students’ critical thinking skills was within the norm range; but their weakness in some aspects highlighted the importance of constant development of such skills among healthcare management students to help them better succeed in leadership tasks Keywords: Critical thinking, skill, student, evaluation},  
Keywords = {Keywords: Critical thinking, skill, student, evaluation},
volume = {13},
Number = {2}, 
pages = {161-171}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-730-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-730-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Salajegheh, Mahla and Hoseinyshavoun, Ami},  
title = {the Role of motivation in learning}, 
abstract ={},  
Keywords = {},
volume = {13},
Number = {2}, 
pages = {172-174}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-857-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-857-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Mirzaei, masou},  
title = {}, 
abstract ={ni absteract},  
Keywords = {},
volume = {13},
Number = {3}, 
pages = {175-175}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-977-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-977-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Masoomi, Rasoul and asghari, fariba and mirzazade, azim},  
title = {What is medical professionalism and how should we teach it?}, 
abstract ={Abstract Introduction: Professionalism is one of the core competencies that have become more important in the last few decades. In this paper, we describe the concepts of professionalism, its importance and teaching methods. Finally, we share the Tehran University of Medical Science (TUMS) teaching experience in this domain Methods: We searched the electronic databases such as Medline/PubMed, Embase and SID with appropriate keywords for papers and documents regarding professionalism definitions, its teaching and learning methods, guidelines for professional behavior and competency frameworks. 65 documents met eligibility criteria and were included in the review Result: Todays, most medical schools have integrated teaching medical professionalism as a core competency in undergraduate and postgraduate medical curricula. Professionalism should be taught explicitly in formal curriculum as well as implicitly. Reflection and role-modelling are held as the most effective strategies for teaching professionalism. Faculty development is necessary for successful implementation of professionalism courses. Faculty development is essential for running an effective educational program in professionalism. Developing professionalism improvement document, teaching professionalism as a longitudinal theme, teaching professionalism to residents, faculty development, and producing educational materials on professionalism are among activities that TUMS has implemented to develop and cultivate professionalism Conclusion: Medical professionalism is a complex and multidimensional competency. Therefore, compared to other core medical competencies, it is harder to define, train, and evaluate. Some activities have been implemented in TUMS, but more effort is still needed to reach the ideal level.  Keywords: Professionalism, professional behavior, teaching },  
Keywords = {Keywords: Professionalism, professional behavior, teaching },
volume = {13},
Number = {3}, 
pages = {176-193}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i3.334 },
url = {http://jmed.ssu.ac.ir/article-1-920-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-920-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Mazloomardekani, mahnaz and mansoori, sirus and okhovat, ali mohamm},  
title = {Factors influencing the use of e-learning in Shahid Sadoughi University of Medical Sciences according to interpretative structural model}, 
abstract ={Introduction: This study aimstoscore the factors affecting the use of e-learning in Shahid Sadoughi University of Medical Sciences according to the interpretive structural model. Methods: Interpretative structural model was used to categorize and score factors affecting e learning. The participants were faculty members of Shahid Sadoughi. University of Medical sciences. 11 faculty members were selected randomly and filled a questionnaire.The data collection tool was a self-interactive questionnaire (ISM) and content validity was confirmed by medical education specialists. Result: overall 15 factors are considered as factors affecting the use of e-learning in Shahid Sadoughi. University of Medical Sciences. Also, factor analysis showed that this model has 9 levels that are determined from the deepest and most influential level to the most surface and effective level of effective implementation of electronic learning in the model. Conclusion: Regarding the identification of 15 factors and determining the level of importance and their impact on the use of e-learning in the medical sciences university, policymakers and managers of medical universities should be encouraged to facilitate these factors. Keywords: E-learning, Medical education, Interpretive Structural Modeling},  
Keywords = {E-learning, Medical education, Interpretive Structural Modeling},
volume = {13},
Number = {3}, 
pages = {194-208}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i3.335},
url = {http://jmed.ssu.ac.ir/article-1-834-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-834-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Ghalmani, seyed yaser and Souleymani, mohammad hosein and mirbagheri, elahe alsadat and barghoun, fatemeh and keshmiri, fatemeh},  
title = {Night time educational round: A tool for developing clinical education}, 
abstract ={Abstract Introduction: Educational rounds play an important role in clinical education. This study aims to assess students’ viewpoints on night time educational rounds in internal medicine and emergencywards. Methods: The present study was interventional one-group posttest-only design. The participants consisted of residents and interns at internal medicine and emergency wards at Shahid Sadoughi University of Medical Sciences. The participants in each group included a faculty member, residents (n=4) and interns (n=2). Each educational round took 1.5 hours. The status of educational rounds was assessed through a validated questionnaire. The participants filled out the questionnaire when contributed in the round at night after 3 times. Data was analyzed using SPSS V.19. Result: The result of the present study revealed that 73% participants were satisfied. "Necessity of night time round "," opportunity for asking questioning and contributing to the discussion" and “improvement of knowledge and learning"were identified by the participants as the reason for their satisfaction Conclusion: It is recommended that the night time educational round will be incorporated in medical education at hospitals.  Keywords: Education, Clinical education, Round},  
Keywords = {Keywords: Education, Clinical education, Round},
volume = {13},
Number = {3}, 
pages = {209-216}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i3.336},
url = {http://jmed.ssu.ac.ir/article-1-929-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-929-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {muhamadipouya, faramarz and muhamadipouya, souhrab and gharibetarzeh, sahar},  
title = {Prioritizing educational philosophies, curriculum ideology and teaching methods of medical sciences professors}, 
abstract ={Introduction: Understanding academics’ points of view about teaching and learning process is of great importance. The present study aimed to prioritize the components of educational philosophies, curriculum ideology and teaching methods in medical science academics, and investigate the effect of demographic characteristics on each of the components. Methods: The research method was descriptive-survey based on available sampling method from academics of a medical university in Tehran. Data collection tool was a questionnaire of educational philosophy, curriculum ideology and teaching methods. Only full-time faculty members entered the study, and lecturers and faculty assistants were excluded from the study. SPSS v16.0 software was used to analyze the data. Result: The findings showed that among the medical science academics, perennialism educational philosophy was a priority and the ideology of scientific scholars was prioritized to other ideologies. The teacher-centered teaching method has been more than student-centered teaching methods in favor of teachers finally, the results showed that the variables of teaching history, academic rank and gender had no effect on changing priorities. Conclusion: Considering the importance of the role of students in the quality of achieving educational goals, it is suggested that the educational system administrators provide the necessary arrangements be made to educate and encourage teachers to use the participatory teaching method as one of the most effective methods of learning. Keywords: Educational Philosophy, Curriculum Ideology, Teaching Method, Demographic},  
Keywords = {Educational philosophy, curriculum, teaching methods, orientation, demographic},
volume = {13},
Number = {3}, 
pages = {217-228}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i3.337},
url = {http://jmed.ssu.ac.ir/article-1-897-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-897-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Kazemipoor, Maryam and Hakimian, Roqayeh},  
title = {Evaluation of reflection level in the field of educational findings among dental students at Shahid Sadoughi University of Medical science in 2017-2018}, 
abstract ={Abstract Introduction: Reflective thinking and analyzing the educational findings is an essential step in the learning process. The present study was conducted to determine the level of reflective thinking among graduate dental students at Shahid Sadoughi University of Medical science Methods: In this descriptive- cross sectional study, a total of 204 graduate dental students (7-12 courses) at Shahid Sadoughi University of Medical science in 2017-2018 have participated. The Kember et al. reflection questionnaire (RQ) with validity of 0.82 and reliability (alpha Cronbach) of 0.78, was used in the present study. Data were analyzed by SPSS ver.17 and T–test, ANOVA and Pearson correlation coefficient statistical tests. The significance level was set as P≤ 0.05. Result: In the present study, 204 graduate dental student, 117(57.4%) women and 87(42.6%) men, with the mean age of 24.2±2.4 and age range of 21-42 years were participated. The mean score of habitual action, understanding, reflective, and critical reflection were 10.1±2.9, 14.9±4.2, 16.0±2.9, and 13.9±2.06 respectively. There were significant differences in the mean score of reflection and critical reflection between the three educational courses (P<0.05). Also, there were significant difference between the two age groups in the field of habitual action, and critical reflection (P<0.05). Based on the results of the present study, with increasing the age and educational course, the level of habitual action decreased in dental students. Therefore, it is recommended that in dental schools, education of reflection throughout the lower courses should be emphasized.Keywords: Critical reflection, Dental student, Reflective, Understanding },  
Keywords = {Critical reflection, Dental student, Reflective, Understanding},
volume = {13},
Number = {3}, 
pages = {229-237}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i3.338},
url = {http://jmed.ssu.ac.ir/article-1-924-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-924-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Pourhassan, Saee},  
title = {Clinical mentoring programs for medical students, practical points in design, implementation and evaluation}, 
abstract ={Introduction: Although Mentoring programs are one of the essential reasons of professional development for medical students, most academics experience lack of them. Following Tehran university of Medical Sciences (TUMS) mentoring program for residents, this study was conducted to review clinical mentoring programs, their goals, effects and practical points about their design, implementation and evaluation. Methods: A PubMed literature search was conducted for years 2000 - 2015 using the following keywords or their Combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship, coaching, and clinical education. Although a total of 664 publications were identified, only 15 papers met the selection criteria for structured programs. Result: The study evaluated 15 articles which focused on programs with the goals of clinical and professional skills’ training, familiarity with job prospects, improvement of physical and mental health, and students’ interest in specialized disciplines for future, research activities and role modeling. In those programs, mentor selection criteria was age and gender, interest, volunteering, and good academic background. Mentor- mentee matching was done through the profiles containing the educational CV, the priorities of life and work, and out-of-work interests which was done by the system in most of the cases. In some cases, the mentees selected their mentor themselves. Mentors training was done through booklets or by holding workshops with content consist of “mentoring”, “leadership” and “team-work”concepts. Monitoring of the programs was done by faculty members through the mentees and in other cases, through the mentors, by telephone or by the questionnaire. In these programs, in addition to financial encouragement, educational incentives have been used to support mentors. In evaluation of programs, quantitative and qualitative methods (interviews and focus groups) were used. The papers emphasized on the success reason of their clinical mentoring programs in empowering mentors, effective motivational methods for mentors, regular mentor-mentee relationships, monitoring the performance of mentors, and financial and professional support of mentors preserve a mentor for a long period and create; 1) a culture of mentoring, 2) a network of people for sharing experiences and 3) use the support of experienced academics. Conclusion: Mentoring programs are considered to be the causes of the professional growth of medical students, which is recommended to be implemented at the medical faculties. These programs should be targeted and always evaluated. Also, in designing these programs in addition to the progression of the mentee, there should also be rewards for mentors. By scrutinizing the various programs and reporting them, effective steps can be taken in designing future programs. Keywords: Mentoring, Medical education, Medical student, Faculty},  
Keywords = {Mentoring, Medical education, Medical student, Faculty},
volume = {13},
Number = {3}, 
pages = {238-251}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i3.339},
url = {http://jmed.ssu.ac.ir/article-1-912-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-912-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {Keshmiri, Fatemeh and Asgari, Parvaneh and Bahramnezhad, Fatemeh},  
title = {Opportunity to reflection:The missing link in clinical education}, 
abstract ={Introduction: Reflection is introduced as a critical component in learning process in clinical education. This study aimed to design and implement education based on reflection in dialysis internship program for undergraduate students.   Method: The present study was conducted in year of 2017-2018. The population of this study included nursing undergraduate students under dialysis internship program in hospitals affiliated to Tehran University of Medical Sciences. The intervention was carried out in internship sessions by creating planned opportunities for rethinking in small groups and satisfaction of learners was investigated in interventions. Results: The results showed that satisfaction of students regarding the use of reflection situations in clinical education was good with a Mean±SD of 88.56±12.24. Also, in text analysis, open-ended questions were explained with the 5-step conventional content analysis including mental examination, self-monitoring, innovation in learning, learning pleasure, and self-assessment. Conclusion: The findings of the present study showed that design and implementation of structured and planned opportunities such as reflection in clinical education process and internship were satisfactory. Therefore, it is suggested to consider planning for reflection opportunities in clinical education proves in nursing. Keywords: Reflection, Nursing student, Practicum, Dialysis  },  
Keywords = {Reflection, Nursing student, Practicum, Dialysis},
volume = {13},
Number = {3}, 
pages = {252-259}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i3.340 },
url = {http://jmed.ssu.ac.ir/article-1-963-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-963-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {mohammadi, shabnam and shafeian, reyhaneh},  
title = {Effectiveness educational technologies on learning anatomy lessons from the viewpoint of medical students}, 
abstract ={Abstract Introduction: With the growing information technology, all aspects of life, including education and learning, have undergone a change. The use of modern educational tools and technologies plays a role in motivating students. Therefore, the purpose of this study was to investigate the most effective educational technologies from the viewpoints of medical students of the basic sciences of Mashhad University of Medical Sciences in 2017 Methods: This study was a descriptive survey study. The statistical population consisted of the 70 students of the basic sciences in the field of general medicine of Mashhad University of Medical Sciences. The sampling method was a census and the research instrument was a researcher-made and standard questionnaire. Content-related validity obtained by expert specialist and reliability was obtained using Cronbach's Alpha coefficient 0.8. Finally, the data were analyzed using SPSS software and descriptive statistics (frequency, frequency percent and chart).  Result: From view of medical students, the most effective educational assistance was software installed on mobile phones (42.1%) and the least effect was for flash cards (1%). The most software used by the students was Netter Anatomy Atlas Software and 3D-essential anatomy software. Educational figures and posters (14.9%), films (14.5%), models (11.1%), clinical scenarios (10.6%) and books (5.7%) were in the next category. Conclusion: Considering, that most software is used by learners, these software programs are student-oriented and have student participation and interest. Key words: Anatomy, education, technology, soft ware },  
Keywords = {Key words: Anatomy, education, technoogy, soft ware },
volume = {13},
Number = {3}, 
pages = {260-267}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i3.341},
url = {http://jmed.ssu.ac.ir/article-1-900-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-900-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2018}  
}

@article{ 
author = {mirzaei, Masou},  
title = {Editorial}, 
abstract ={},  
Keywords = {},
volume = {13},
Number = {4}, 
pages = {268-268}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},
url = {http://jmed.ssu.ac.ir/article-1-1009-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-1009-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}

@article{ 
author = {KalatehSadati, Ahmad and BagheriLankarani, Kamran and Heydari, Seyed Taghi},  
title = {Ritualism in Medical Education: A grounded theory study based on view and experience of medical students at Zone 5 of the country}, 
abstract ={Introduction: Medical education is one of the most important issues in current changing conditions which mainly addresses medical students. The purpose of this study was to extract the underlying theory of medical education in Iran based on the perspective and experiences of the medical students. Methods: This was a qualitative study. The data were collected by semi-structured interview and focused group with 43 medical students at Zone 5 of the country (Shiraz, Yasouj, Bandar Abbas, Bushehr, and Fasa).  Stress and Corbin (2006) grounded theory method was used for data analysis. Result: The results of the research showed that the students are not satisfied with the current trend in medical education. The main points about the quality of medical education were: hospitalization, theory based method, authoritarianism, alienation, and structural problems. Ritualism in medical education was another finding of the present study, which means the educational system is more concentrated on educational tools rather than its objectives. This ritualism has led to the reproduction of authoritarianism and alienation of medical students that cannot meet the current needs of the students, medical institutions, and society. Conclusion: The current medical education institution is far from the educational needs of the students. This requires structural reform according to the needs of students and at a higher level based on health needs of the society. In conclusion, moving toward community-based education, medical needs, and increasing the quality of education are recommended. Keywords: Medical education, Educational needs, Medical students, Ritualism, Grounded theory, Iran.  },  
Keywords = {Keywords: Medical education, Educational needs, Medical students, Ritualism, Grounded theory, Iran.},
volume = {13},
Number = {4}, 
pages = {269-283}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i4.522},
url = {http://jmed.ssu.ac.ir/article-1-938-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-938-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}

@article{ 
author = {ZeinAbadi, Hasanreza and Arasteh, Hamidreza and Navehebrahim, Abdolrahim and dehghanizade, marzieh},  
title = {Designing and Explaining of Pattern for Antecedents of Virtuous Organization at Public Universities in Yazd Province}, 
abstract ={Introduction: Organizational virtue is one of the new concepts of an organization that has received positive psychology. Researches in this area encompasses prominent behaviors in the organization, which themselves lead to positive outcomes. The purpose of this study was to design and explain pattern for antecedents of virtuous organization at public universities in Yazd province Methods: The present research is an"exploratory mixed methods research".First, the qualitative research method of "focus group" has been semi-structured interviews with faculty members of eight Yazd province universities in three sessions, 1.5 hours each.The data obtained from the interviews and literature were analyzed by the method of thematic analysis. Then the model was tested with a questionnaire and a sample of 285 employees from the public universities of Yazd province using Lisrel 8.8 software. Result: Three key factors influencing the organization of virtue were identified by the focus group and literature research and exploratory factor analysis including organizational factors; a)structure and process; organizational culture; leadership; existential philosophy of the organization, b) individual factor including: individual characteristics of employees, individual characteristics managers and c)environmental factor including socio-economic factor and legal factor). After testing the conceptual model, all the antecedents had an appropriate factor load and the model was confirmed. Also, by examining the results of the structural equation test, the organizational factor had a greater coefficient (0.74), which had the highest impact on the organization of virtue. However, the leadership factor, under organizational factor and the individual factor i.e. individual characteristics of managers and staffs have a relatively low factor load. Conclusion: Considering that the organizational factor is the most important factor in organizational virtue, organizations must pay more attention to hire of virtuous people. Theissue of educating and institutionalizing virtues in the university staffs is very important. Keywords: Virtue, virtuous organization, antecedents, pattern, university.  },  
Keywords = {Keywords: Virtue, virtuous organization, antecedents, pattern, university.},
volume = {13},
Number = {4}, 
pages = {284-303}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i4.523},
url = {http://jmed.ssu.ac.ir/article-1-951-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-951-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}

@article{ 
author = {Maghbouli, Nastaran and Pourhassan, Saee},  
title = {What do the first year medical students ask their mentors: the report of a 4-year study}, 
abstract ={Introduction: Entering University can cause stress and tension in the first year medical students due to the changing educational environment, the volume and difficulty of the courses and the distance from their family. This can lead to academic failure, mental health, depression and life style change. The purpose of this study was to investigate the problems of the first year medical students, classify them and to investigate the changes of these problems in a year. Methods: This research was a qualitative study conducted from 1393 to 97. The target sample was a group of 3rd and 4th year medical students who had participated in faculty mentoring program as mentors. Every two weeks, the subjects were contacted by the coordinators about the problems that the mentees (first year students) faced and the answers the mentors provided, and these data were recorded in the forms. Referring to the forms, the codes were extracted at the initial stage and then classified according to the similarity of the items between these codes. Result: During the four years implementation of the program, 3420 forms were collected and reviewed. The questions and problems of the first year students in this study were categorized into four groups of learning problems, psychosocial, role modeling and organizational issues. Conclusion: The results of this study emphasized the importance of support system in the fields of study (providing appropriate scientific resources, learning and study methods, time management and curriculum planning); psychosocial fields (increasing interpersonal relations management skills, stress management, skills for balancing personal and educational life, and improving the accommodation condition), and recalled the importance of introducing the appropriate role models for medical students. Keywords: Medical student, Medical education, Mentoring  },  
Keywords = {medical student, medical education, mentoring},
volume = {13},
Number = {4}, 
pages = {304-315}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i4.524},
url = {http://jmed.ssu.ac.ir/article-1-936-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-936-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}

@article{ 
author = {Ravanipour, Masoumeh and RanjbarVakilabadi, Dariush and Ravanipour, Maryam},  
title = {Factors Affecting Educational Motivation from the Viewpoint of Environmental Health Engineering Students: A Content Analysis}, 
abstract ={Introduction: Students' academic motivation plays an important role in their academic achievement and is one of the most important challenges faced by the universities. The purpose of this study was to explain the factors affecting academic motivation from the perspective of environmental health engineering students. Methods: In a qualitative content analysis, in which a focused group discussion method was used for collecting data, a total of 36 Environmental Health Engineering students in six groups of students from the first to fourth year of continuous and discontinued undergraduate were interviewed. Interviews continued until saturation of the data. Like other qualitatively semi-structured interviews, the transcripts of the interviews were coded and then the codes in the form of categories were identified using more abstract headings. The accuracy of the data was confirmed by various methods. Result: After analyzing 650 initial codes and 8 subcategories, we identified top three effective categories in the motivation to affect the education of environmental health engineering students: a) The future of career b); Professional identity; and c) Educational courses setting. Conclusion: It seems that the nature of engineering and health and career future, professional identity and the type of arrangement of courses have played important roles in the student's academic motivation. Probably adopting measures to identify job positions, updating the course syllabus and curriculum along with the introduction of a higher degree of environmental health and, consequently, improving the society's vision could be the basis for promoting academic motivation in the students of this field. Keywords: Educational motivation, Qualitative study, Content analysis, Environmental health, Engineering.  },  
Keywords = {Keywords: Educational motivation, Qualitative study, Content analysis, Environmental health, Engineering.},
volume = {13},
Number = {4}, 
pages = {316-331}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i4.525},
url = {http://jmed.ssu.ac.ir/article-1-950-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-950-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}

@article{ 
author = {Pourfatemi, Ali and Momenimahmouei, Hosei},  
title = {The relationship between perceived educational justice and awareness of the future of career with academic enthusiasm among the students of a University of Medical Sciences}, 
abstract ={Introduction: The purpose of this study was to investigate the relationship between the perception of educational justice and awareness of the future of career with the academic enthusiasm of the students of Gonabad University of Medical Sciences. Methods: In this descriptive correlational study the characteristics of perceived educational justice and awareness of the future of career were considered as predictive variables and academic enthusiasm as the criterion variable. The statistical population was all Ph.D., associate and undergraduate students of Gonabad University of Medical Sciences in the academic year of 2017. A sample of 275 people was selected based on randomized, proportional to volume and step by step method. The research instruments were a questionnaire of academic enthusiasm, a questionnaire on knowledge of the future of career and a questionnaire on perceived educational justice. For analyzing data, multivariate regression and Pearson correlation coefficient were used. Result: The results of regression analysis indicated that 16% of the changes in the variance of academic enthusiasm scores with prediction of educational justice and awareness of the career future were predictable. The results of Pearson correlation coefficient showed that there was a relationship between academic enthusiasm and perception of educational justice (P <0.01) and knowledge of the career future (P <0.01). Conclusion: The results of the study indicated that there was a perception of educational justice and awareness of the career future with the academic enthusiasm of the students of the Gonabad University of Medical Sciences. These results showed that having a positive perception of educational justice and knowledge about the future of career of medical students could improve their academic enthusiasm. Therefore, it is suggested that educational managers of the Universities of Medical Sciences should pay attention to educational justice and awareness of the career future of the students and increase their interest and enthusiasm to education. Keywords: Perceived educational justice, Awareness of the career future, Academic Enthusiasm.  },  
Keywords = {Keywords: Perceived educational justice, Awareness of the career future, Academic Enthusiasm.},
volume = {13},
Number = {4}, 
pages = {332-344}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i4.526},
url = {http://jmed.ssu.ac.ir/article-1-859-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-859-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}

@article{ 
author = {Karami, Sahar and Hannani, Sedigheh and Sadati, Leila and Rahimzadeh, Mitr},  
title = {Psychometric evaluation and localization of STEEM tool for surgical technologists in Iran}, 
abstract ={Introduction: Clinical education is one of the most important parts of medical and paramedical education that prepares students for practicing clinical skills. Evaluation of the clinical learning environment with a suitable instrument plays an important role in increasing student motivation and learning. This also applies to the assessment of the clinical environment of the operating room. In search of such a suitable instrument, this study aimed at investigating the psychometric properties of Surgical Theatre Educational Environment Measure (STEEM) among surgical technology students of Iran University of Medical Sciences and Alborz University of Medical Sciences in 2018. Methods: This was a descriptive-analytic study conducted from July 2017 to July 2018. After translation and retranslation of the STEEM tool, its face validity and content validity were measured by the relevant experts panel. Then, it was distribute damong 201 surgical technology students. The construct validity of the instrument was investigated using exploratory factor analysis and its reliability was confirmed using Cronbach's alpha and Pearson correlation coefficient. Data were analyzed using SPSS 19. Result: The study of face, content, and construct validity resulted in providing STEEM questionnaire with 5 subscales and 30 questions covering 55.6% of the total variance. Conclusion: The findings of this study indicated that the Persian and native versions of STEEM had appropriate validity and reliability, and could be used to measure the operating environment of the Iranian Operating Room from the standpoint of surgical technology students. Keywords: measurement, Educational environment, Operating room, Educational measurement, STEEM.  },  
Keywords = {Keywords: measurement, Educational environment, Operating room, Educational measurement, STEEM.},
volume = {13},
Number = {4}, 
pages = {345-357}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i4.527},
url = {http://jmed.ssu.ac.ir/article-1-933-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-933-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}

@article{ 
author = {Talbi, saeed and Rasteghar, Ahmad and saif, Mohammad has},  
title = {Investigating the relationship between stressful educational period and interaction with patient}, 
abstract ={Introduction: The aim of the current study was to investigate the relationship between stressful educational period and the suitable interaction with patient. Methods: This was a correlational study. The population included all students of Shiraz University of Medical Sciences. To evaluate stressful factors in educational period, the researcher used Abbasi et.al. Questionnaire and to evaluate interaction skills, the researcher used Jalalvandi's questionnaire. The data were analyzed by regression. Result: Correlation coefficient related to stressful factors in educational setting (ß=-0.363), graduation stress (ß=-0.205), and educational situation stress (ß=-0.126) were significant regarding interaction with patient. Therefore, the highest correlation coefficient was related to stressful factors in educational setting, graduation stress, and educational situation, respectively. Also, most of the students agreed with teaching psychology in medical majors. Conclusion: When encountered with stressful factors, medical students were influenced by their thought in such a way that they showed less sensitivity to interaction with patient and sometimes made mistakes in diagnosis of the disease. Therefore, it is suggested that planners revise formal medical programs which are designed without psychological subjects. Also it is recommended to conduct more studies on psychological skills such as interaction skills, stress refining and so on. Keywords: Interaction skills with patient, Educational setting, Educational situation, Graduation stress  },  
Keywords = {Keywords: Interaction skills with patient, Educational setting, Educational situation, Graduation stress},
volume = {13},
Number = {4}, 
pages = {358-366}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i4.528},
url = {http://jmed.ssu.ac.ir/article-1-772-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-772-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}

@article{ 
author = {Mir-Jalili, seyed mohammad ali and malekipour, Ahm},  
title = {Entrepreneurial Universities of Medical Sciences: Solutions and Challenges}, 
abstract ={Introduction: The emergence of new generation of universities has changed mission and higher education goals from learning-centered and research-based process towards creation of entrepreneurial university. The purpose of this research was reflection on the formation of entrepreneurial university of Medical Sciences with emphasis on solutions and challenges. Methods: In this narrative review, relevantpapers were identified by the following keywords: entrepreneurial university, entrepreneurship , medical sciences, development of entrepreneurial Universities, and entrepreneurial university challenges from scientific databases including; Eric, Sage Journals, Wiley Online Library, Emerald, Science Direct, Taylor & Francis and Persian scientific databases such as; Magiran, Noormags and  Scientific Information Database (SID). Result: The development of entrepreneurial university of medical sciences needs leadership and administration, entrepreneurship culture, relationship with industry and technology transfer. Also for developing entrepreneurial university of medical sciences, there are challenges such as educational and research challenges, cultural and social challenges andeconomic and financial challenges. Conclusion: Policymakers and medical authorities should notice the above mentioned challenges and help the higher education system to overcome them. Keywords: Entrepreneurship, medical education, commercialization, entrepreneurial university  },  
Keywords = {Keywords: Entrepreneurship, medical education, commercialization, entrepreneurial university},
volume = {13},
Number = {4}, 
pages = {367-375}, 
publisher = {Shahid Sadoughi University of Medical Sciences, Yazd},

doi = {10.18502/jmed.v13i4.529},
url = {http://jmed.ssu.ac.ir/article-1-949-en.html},  
eprint = {http://jmed.ssu.ac.ir/article-1-949-en.pdf},  
journal = {The Journal of Medical Education and Development},  
issn = {2251-7065}, 
eissn = {2251-8266}, 
year = {2019}  
}