1397 13 2 0 174

سخن سردبیر Editorial 1 86 86 2018/08/25 1397/6/3 2018/08/25 1397/6/3 مسعود میرزایی Masoud Mirzaei استاد، دانشکده مرکز تحقیقات قلب و عروق، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران ## ##

چرا مقالات زیست پزشکی ایرانیان باز‌پس‌گرفته می‌شوند؟ Why Iranian Biomedical Articles Are Retracted? 1 1 مقدمه: بازپس‌گیری مقالات در نتیجه سوء رفتار علمی یا خطاهای غیر عمدی اتفاق می‌افتد. هدف اصلی این مطالعه بررسی مقالات بازپس‌گرفته شده مقالات زیست پزشکی نویسندگان ایرانی در پایگاه اطلاعاتی مدلاین/پابمد بود. روش‌ بررسی: در یک مطالعه توصیفی-مقطعی تمام مقالات بازپس‌گرفته شده نویسندگان ایرانی در پایگاه پابمد با استراتژی جستجوی Iran[ad] AND "Retracted Publication"[pt] بازیابی شد. بر اساس فرم مخصوص نام و نام خانوادگی نویسنده اول مقاله، سال انتشار، نام مجله، نام کشوری که مجله در آن منتشر می‌شود، تعداد استنادها و متن اعلان بازپس‌گیری استخراج شد. سپس متن اعلان‌ها مطالعه و دلایل بازپس‌گیری مقالات طبقه‌بندی شد. نتایج: تعداد مقالات باز‌پس‌گرفته شده 145 مورد بود که در سال‌های اخیر رشد داشته است. با این حال نسبت مقالات باز‌پس‌گرفته شده به کل مقالات افزایش نداشته است. سرقت علمی (46.90 درصد)، مخدودش کردن فرایند داوری همتا (40 درصد)، انتشار مکرر (19.31 درصد) مهم‌ترین دلایل باز‌پس‌گیری مقالات بوده است. بر این اساس بیش از 81 درصد مقالات (118 مقاله) به دلیل رفتارهای غیراخلاقی عامدانه باز‌پس‌گرفته شده بودند. بیش از 32 درصد کل مقالات (47 مقاله) در سه مجله منتشر شده بود. حوزه موضوعی بیوشیمی و زیست شناسی مولکولی (25 مقاله)، داروشناسی و داروسازی (24 مقاله) و اُنکولوژی (21 مقاله) بیشترین سهم را بخود اختصاص داده بود. نتیجه‌گیری: نیاز است دلایل سوء رفتارهای حرفه‌ای شناسایی و بر اساس آن راهکارهای مناسب اندیشیده شود. توانمندسازی محققان در زمینه پژوهش و نگارش علمی، آموزش‌ اخلاق در پژوهش، در کنار برخورد با متخلفان می‌تواند جلوی بسیاری از این رفتارها را بگیرد. واژه‌های کلیدی: سوء رفتار علمی، سرقت علمی، بازپس‌گیری، مقالات زیست-پزشکی   2 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   87 100 2018/08/252018/02/14 1396/11/25 2018/08/252018/05/26 1397/3/5 رسول معصومی Rasoul Masoomi دانشجوی دکتری تخصصی آموزش پزشکی، گروه آموزش پزشکی، دانشگاه علوم پزشکی تهران، تهران، ایران ایران rasoul911@gmail.com علیرضا امان اللهی Alireza Amanollahi مرکز تحقیقات سوانح و مصدومیت ها، دانشگاه علوم پزشکی ایران، تهران، ایران . ایران amanollahi.a@gmail.com Keywords: Scientific Misconduct Plagiarism Retracted Publication Biomedical Articles واژه‌های کلیدی: سوء رفتار علمی سرقت علمی بازپس‌گیری مقالات زیست-پزشکی References##1- Yoshida M, and etal. Factors Influencing the Academic Motivation of Individual Colleges Students. International Journal of Neuroscience. 2008; 118: 1400–1411.##2- Tanaka M, and etal. Personality traits associated with intrinsic academic motivation in medical students. Medical Education. 2009; 43: 384–387.##3- Bird, M & Wallis, M. Motivation in Nurse Education Practice. Br J Nurs. 2006; 15(20):9-22.##4- Kosgeroglu N, Acat MB, Ayranci U, Ozabaci N, Erkal S. An investigation on nursing, midwiferyand health care students' learning motivation in Turkey. Nurse EducPract 2009; 9 (5):331-9.##5- Ramazani AA, Hedayati SP, Faraji O, Khamsaii M andHeydarimokarrar m. Survey of Educational Motivation and Its Related Factors in Zabol University of Medical Sciences Students in 2009. Quarterly Journal of Rostamineh. 2010; 3: 11-19. [Persian]##6- Oudi D, Ali Abadi N, Pasban F, and Kianfar S. Determining the effective factors on educational motivation in nursing student’s .Birjand university journal. 2007; 3(1-2): 35-40. [Persian]##7- Bengtsson M, Ohlsson B. The nursing and medical students’ motivation to attain knowledge. Nurse Educ Today 2010; 30 (2): 150-6.##8- Roshanmilani SH, Aghaeimonavar E, Kheradmand F, Sabouri E, mikaeili P, Masoudi S. Assessment of academic motivation and its relationship with the individual situation and academic achievement in medical students in Uroumiyeh University of Medical Sciences. Journal of Nursing and Midwifery 2010; 9(5):357-366. [Persian]##9- Heideri A, Asgari P, Saedi S Mashak R. The Relationship between Academic Motivations, Achievement Motive and Educational Environment for Female Students of SAMA. Woman and Culture.2015;7 (24): 95-107. [Persian].##10- Rouhi Gh, Hosseiny A, Badeleh MT and Rahmani H. Academic motivation and its relation with some of the factors in students of Golestan University of Medical Sciences. Strides in Development of Medical Education. 2007; 4(2): 77-83. [Persian]##11- Yousefi A, Ghassemi G, Firouznia S. The Relationship between Academic Motivation and Academic Achievement in Medical Students of Isfahan University of Medicalsciences. Iranian Journal of Medical Education 2009; 9(1): 79-84. [Persian]##12- Izadi S, Jouybari L, Behnampoor N, Taghavi A, Baiky F.Academic motivation and associated factors of the Golestan University of Medical Sciences Journal of Medical Education Development Strategies.2014; 1(2):48-54.[Persian]##13- Sharififard F, Asayesh H, Nourozi K, Hosseini MA, TaheriKharameh, Z. The Relationship between Motivation and Academic burnout in Nursing and Paramedical Students of Qom University of Medical Sciences, Iran. Qom University of Medical Sciences Journal. 2016; 9(12): 72-78. [Persian]##14- Tamannaifar MR, SeddighiArfaei F, Maspi A. An investigation about the Relationship between Personality Traits, Advanced Motivation and Learning Styles among University Students. Higher Education letter. 2014; 7(5): 145-158. [Persian]##15- Zahirinav B, Rajabi S. Study of Variables Reducing Academic Motivation in Persian language and literature students. Daneshvar (Raftar). 2009; 36:69-79. [Persian]##16- Tabatabaei F, Ghadimimoghadam M. Evaluation of Academic Achievement in Girls versus Boys in North, South and KhorasanRazavi. Knowledge and Research in Education. 2007; 15: 119-147. [Persian]##17- RastgarKhaled A. Gender differences in motivation and academic achievement. Journal of Women's Cultural and Social Council. 2010; 50(13): 81-124. [Persian]##18- Yarmohammadzadeh P, Phezallahi Z. The relationship between social support, academic motivation and academic self-efficacy in Students of Tabriz and Azarshahr. Applied Sociology. 2016; 27(61): 157-169. [Persian]##19- BakhshandehBavarsad M, Hakim A, Azimi N, Latifi S, Ghalvandi H. Nursing Students Viewpoints about Educational Motivation and its Related Factors in Ahvaz Jundishapur University of Medical Sciences. Research in Medical Education. 2015; 7 (1) :35-44 [Persian]##20- Moghimian M and Karimi T. The Relationship between Personality Traits and Academic Motivation in Nursing Students. Iran Journal of Nursing. 2`012; 25(75): 9-20. [Persian]##21- Noohi S, Hosseiny M, Rokhsarizadeh H, Saburi A, Alishiri GH. Progress Motivation among Baqiatallah University of Medical Sciences Students and Its relationship with Academic Achievement. Iranian Journal of Military. 2012; 14 (3): 200-204. [Persian]##22- Rezakhani S. Internal and external motivations of academic achievement in students of Islamic Azad University Roodehen Branch. Quarterly of new ideas in education. 2007; 2(2): 84-105. [Persian]##23- Ebrahimi Gh, Omran E, Hosseinzadeh M. Factors affecting motivation instudents of Gheirentefaei(Non for Profit) Universities. Journal of Higher Education in Iran. 2010; 3(3): 39-66. [Persian]##24- Salehi M, Hajizad M, Falah A, SalimBahrami H. Factors affecting on decreased academic motivation in male and female students of Mazandaran Islamic Azad University. Journal of Islamic Social Sciences University. 2010; 4(9): 73-86. [Persian]##25- Mazlumi S, Ehrampoush M, Servat F, Shahi M. Evaluation of motivation and its relationship with health risk behaviors among male students. Proceedings of High Risk Behavior Conference. 2010; 18(3): 184-190. [Persian]## ##

پیش‌بینی گرایش به تفکر انتقادی بر اساس یادگیری خودگردان و باورهای معرفت‌شناختی دردانشجویان دندان پزشکی Prediction of Critical Thinking Based on Autonomous Learning and Epistemological Beliefs in Dentistry Students 1 1 مقدمه: تفکر انتقادی مجموعه‌ای از نگرش‌ها و عادات ذهنی است که موجب توسعه توانایی پژوهش، حل مسئله، خود راهبری، تصمیم‌گیری و یادگیری مادام‌العمر در دانشجویان می‌شود. پژوهش حاضر باهدف پیش‌بینی گرایش به تفکر انتقادی و یادگیری خودگردان بر اساس باورهای معرفت‌شناختی در دانشجویان دندانپزشکی انجام گرفت. روش بررسی: روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری پژوهش را کلیه¬ی دانشجویان دندانپزشکی دانشگاه علوم پزشکی (221 نفر) در سال تحصیلی 1397-1396 تشکیل می‌دادند که از میان آن‌ها با استفاده از روش نمونه‌گیری تصادفی طبقه¬ای تعداد 150 دانشجو (62 پسر و 88 دختر) به‌عنوان نمونه انتخاب شدند. به‌منظور جمع‌آوری داده‌ها از پرسشنامه 63 سئوالی باورهای معرفت‌شناختی شومر (1998)، پرسشنامه 22 سئوالی راهبردهای یادگیری پینتریچ و دی گروت (1990) و مقیاس 75 سئوالی گرایش به تفکر انتقادی بدری (1386) استفاده شد. برای تجزیه‌وتحلیل داده¬ها از ضریب همبستگی پیرسون و ¬تحلیل رگرسیون استفاده شد. نتایج: یافته‌ها نشان داد بین باور¬های معرفت‌شناختی و گرایش به تفکر انتقادی و بین یادگیری خودگردان و مؤلفه‌های آن با تفکر انتقادی رابطه مثبت و معناداری وجود دارد. همچنین نتایج رگرسیون نشان داد که مؤلفه‌های باورهای معرفت‌شناختی 41 درصد و یادگیری خودگردان 45 درصد قدرت پیش‌بینی را دارد. نتیجه گیری: درنتیجه می¬توان گفت یادگیری خودگردان و باورهای معرفت‌شناختی از عوامل تأثیرگذار و مرتبط با گرایش به تفکر انتقادی دانشجویان هستند. کلید واژه ها: یادگیری خودگردان، باورهای معرفت‌شناختی، گرایش به تفکر انتقادی   2 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   101 113 2018/08/252018/02/142018/01/6 1396/10/16 2018/08/252018/05/262018/04/11 1397/1/22 اسماعیل صدری دمیرچی Esmaeil Sadri Damirchi استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه محقق اردبیلی. اردبیل، ایران araz_sadri@yahoo.com کریم جعفری کفاش Karim jafari kafash پروستودنتیکس، استادیار دانشکده دندانپزشکی، دانشگاه علوم پزشکی اردبیل، اردبیل، ایران. ایران ddsjfr@gmail.com عارفه کیانی Arefe Kiani دانشجوی کارشناسی ارشد مشاوره، دانشگاه محقق اردبیلی، اردبیل، ایران ایران <kiani.arefe@yahoo.com آذر بالاخانی طول گیلانی Azar Balakhani Tulegilani اداره آموزش دانشکده دندانپزشکی، دانشگاه علوم پزشکی اردبیل، اردبیل، ایران ایران araz.sadri@gmail.com Key words: Self learning Epistemological beliefs Tendency to critical thinking کلید واژه ها: یادگیری خودگردان باورهای معرفت‌شناختی گرایش به تفکر انتقادی References##1- Koraminiya Sh. The relationship between academic achievements Mashhad university of Medical Sciences with the educational background of their secondary education. Thesis. Mashhad: University of Mashhad 2008. [Persian]##2- Myers CH. Teaching critical thinking. Translated by Abieli K. Tehran: side, 2011. [Persian]##3- Hashemi Sh, Sadat Sadydpour S. Check the status of critical thinking in the academic study of sociology, social policy and cultural journal 2014; 3(12): 97-113. [Persian]##4- Sosu, ME. The development and psychometric validation of a critical thinking disposition scale, Thinking skills and creativity 2013; 9:.107-119##5- Jawarneh M, Iyadat W, Al-Sudafed S, Khasawneh L. Developing critical thinking skills of secondary student in tordan utilizing Monroe and Slater strategy and McFarland strategy. International Journal of Applied Educational Studies 2008; 3(1): 82- 91.##6- Snyder L, Gueldenzph S, Mark J. Teaching critical thinking and problem solving skills. The Delta Phi Epsilon Journal. 2008; 1(2, 3): 90-99.##7- Hurst P. Philosophy of education; the main themes in the tradition of analytical. Translated by: ShabaniVaraki B, ShojaRazavi MR. Mashhad: ferdowsi university of Mashhad. 2006.##8- Chaffee J. Thinking Critically. 10 ed: Cengage Learning 2014. Ix p.##9- Jalalmanesh S, Mahmoodi M, Barkhordary M. Comparison of Critical Thinking Dispositions Between Baccalaurate Nursing Students of Yazd University Medical Sciences and Islamic Azad University of Yazd in 2008. Research in Medical Education. 2008; 1(2):1-7. [Persian]##10- Tashi S, Mortazavi F, Yazdani S, Mottaghipour Y. Evaluating critical thinking skills in medical students, Isfahan university of medical sciences. Iran. Journal of Strides in Development of Medical Education. 2013; 9(2): 170-8. [Persian]##11- Facione N, Facione P. The cognitive structuring of patient delay. Social science & Medicine. 2006; 63(12): 3137-3149.##12- Popil I. Promotion of critical thinking by using case studies as teaching method. Nurse Education Today. 2011; 31(2): 204-207.##13- Profetto MGJ. The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal Advance Nurse. 2003; 43 (6): 569-577.##14- Ricketts J. C. The Efficacy of Leader ship Development, Critical Thinking Dispositions, and Students Academic Performance on the Critical Thinking Skills of Selected Youth Leaders. Dissertation Presented to the Graduate School of the University of Florida 2003.##15- Jin G, Bierma, TJ, Broadbear J. Critical thinking among environmental health undergraduates and implications for the profession. Journal Environment Health. 2004; 67 (3): 15-20.##16- Karago I, Bekmezci S. Investigating Academic Achievements and Critical Thinking Dispositions of Teacher Candidates. Journal of Education and Training Studies. 2015; 3(4): 86-92.##17- Akbiyik C, Seferoglu SS. Critical thinking dispositions and academic achievement. Cukurova Universitesi Eğitim Fakultesi Dergisi. 2006; 2 (32): 90-99.##18- Cheng SF, Kuo CL, Lin KC, Lee-Hsieh J. Development and preliminary testing of a selfrating instrument to measure self-directed learning ability of nursing students. International Journal of Nursing Studies. 2010; 47(9), 1152-1158.##19- Roberson DN. Self- directed learning-past and present online submission.2005:25.##20- Bembenutty, H. Homework completion: The role of self-efficacy, delay ofgratification, and self-Regulatory processes. The International Journal of Educational and Psychological Assessment 2010; 6(1): 1-20.##21- Matuga J M. Self-regulation, Goal Orientation, and Academic of Secondary student in online University Courses. Educational Technology & Society. 2009; 12(3): 4-11.##22- Zimmerman BJ. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal 2008; 45(1): 166-183.##23- Pintrich PR. and Degroot, E.V. Motivational & self-regulated learning components of classroom academic performance. Journal of Educational. 1990; 82(1): 33-40.##24- Wolters G A. Regulation of motivation: Contextual and social aspects. Teachers College Record. 2011; 113(2): 265-283.##25- Weinstock MP, Neuman Y, Glassner A. Identification of informal Reasoning fallacies as a function of epistemological level, grade level, and cognitive ability. Journal of Educational Psychology 2006; 98(2), 327-341.##26- Phan HP. Exploring epistemological beliefs and learning approaches in context: A sociocultural perspective. Electronic Journal of Research in Educational Psychology. 2008; 6(3), 793-822.##27- Rodríguez, Lourdes & Cano, Francisco. The epistemological beliefs, learning approaches and study orchestrations of university students, Studies in Higher Education 2006; 31 (5):617–636.##28- Peng, H. & Fitzgerald, G. E. Relationships between teacher education student’s epistemological beliefs and their learning outcomes in a case-based hypermedia learning environment. Journal of technology and teacher Education 2006; 14 (2): 255-285. ##29- Hofer BK. Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology 2000; 25(4): 378-405.##30- Schommer-Aikins M. Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist. 2004. 39(1), 19-29.##31- Tickle E L. Joanne Br Di N.personal Epistemological Beliefs and transformational Leadership Behaviors. Journal of Management Development. 2005. 24 (8), 706-719.##32- Lisani M. Experience of Work, Farah. The Relationship between Targeting Orientation and Critical Thinking among Students. National Conference on Knowledge and Technology of Psychology, Educational Sciences and Comprehensive Psychology of Iran. 2016. [Persian]##33- Pakdaman A, Niusha B Boreiri L. Relationship between epistemological beliefs, self-regulated learning strategies and academic achievement. Procedia Social and Behavioral Sciences 2013; 84: 1160–1165.##34- Ghofrani h. The relationship between critical thinking and motivational beliefs with self-directed learning in high school students. Thesis Islamic Azad University, Central Tehran Branch Faculty of Psychology and Educational Sciences 2013.##35- Nagai-Man Chan N. Irene T.Ho, Kelly y.LKu. Epistemic beliefs and critical thinking of Chinese students. Learning and Individual differences 2011; 21(1): 67-77##36- ManaviPoor D. The comparison of Epistemology beliefs among university students based on gender, educational levels and disciplines. Social Cognition,2013 ;(1):59-65##37- Ozen M. Investigation of Pre-Service Mathematise Matias Teachers Critical Thinking Processes Through Statistical and Probabilistic Knowledge in the Context of Popular Media Texts’, Thesis Submitted to the Graduate School of Social Sciences Middle East Technical University.2013####38- Arab Zadeh M. The study of the relationship between self-directed learning, goal orientation and teacher's management style. Master's thesis. Department of General Psychology, Faculty of Psychology and Educational Sciences, Tehran Teacher Training University 2008. [Persian]##39- Schommer M. Effects of beliefs about the nature of knowledge in comprehension: Journal of Educational Psychology 1990. 82 (3): 498-504.##40- Saif D. The effect of mediation of spirituality and religiosity on the prediction of vibration by five personality factors. Thesis MSc, Department of Educational Psychology, Shiraz University 2011. [Persian]##41- Badri Gargari R, Fathi Azar ES, Hoseini Nasab SD, Moghadam M. Studying the Skills of Critical Thinking Students and Teachers, Ph.D. in Psychology, Tabriz University 2007. New psychological research 2008; 7(3): 1-24.##42- Moradi Koji A. Comparison of learning styles (convergent, divergent, absorbent and adaptive) and tendency to critical thinking of male and female male students of third grade high school in Shiraz and Tabriz cities in the academic year of 2010-2011, end Master's Degree, Faculty of Educational Sciences and Psychology, Tabriz University 2010.##43- Soleyman Nejad A. Abremouli B. Relationship between cognitive knowledge beliefs and the tendency to critical thinking among high school students in Makou Township in the 2011-2012 th year. Journal Management System 2013; 3(6):107-132 [Persian].##44- Barzegar K, Shamgani A. Prediction of Students' Critical Thinking Based on Epistemological Beliefs and Classroom Psycho-Social Stress. Higher Education Letter. 2015; 8(29): 115-132 [Persian]##45- Henry Wyre S. Critical Thinking, Metacognition and Epistemological beliefs. A Disseration presented in partial fulfillment of the requirements for the degree doctor of education in educational leadership. University of phoenix 2007.##46- Duell OK, Schomer aikins M. Measures of peoples beliefs about knowledge and learning. Educational psychogyreview 2001. 13(4), 419-449.##47- Valeh M. The Using cognitive strategies and critical thinking among students of science technology and literature humanities. Masters' thesis. Tehran University 2010. [Persian]##48- Emir S. Educating students’ critical thinking disposition according to academic achievement, Procedia - Social and Behavioral Sciences. 2009; 1(1): 2466-2469.##49- Myers Ch. Teaching critical thinking. Tehran, Samt Press 2007. College Record, 113(2): 265-283. [Persian]##50- Reis S. Self-regulated learning and academically talented students. Parenting for High Potential, Proquest Education Journals.2004.## ##

ضرورت تهیه و تدوین و گنجاندن واحد درسی مهارتهای نرم یا عمومی لازم برای دانشجویان علوم پزشکی در برنامه درسی آنها The Need to Develop and Incorporate the Soft Skills (General) Courses into the Educational Curriculum of Medical Sciences' students 1 1 مقدمه: در تجزیه و تحلیل وضعیت آموزشی دانشگاهها و نیاز¬های آموزش عالی کشور می¬توان عنوان کرد که اموزش عالی کنونی، نیازها و مهارتهای آموزشی (تحصیلی) و شغلی (حرفه ای) رایج و ضروری فراگیران را منعکس نمی¬ کند و برنامه ریزی درسی باید با تاکید بر شایستگی های علمی(تخصصی)، عملی و مهارتی فراگیران از نو سازمان¬دهی شود. از جمله مهارتهایی که نیاز مبرم به آموزش آنها در دانشگاههای ما وجود دارد مهارتهای نرم می¬باشند. به همین دلیل محقق درصدد برآمد تا چارچوبی از مهارتهای نرم لازم و پایه را که دانشجویان پیراپزشکی دانشگاه علوم پزشکی اصفهان از بدو ورود خود به دانشگاه تا پایان تحصیلات دانشگاهی باید در برنامه درسی خود داشته باشند تهیه نماید. روش بررسی: مطالعه حاضر یک مطالعه کیفی با رویکرد قراردادی می¬باشد که در سال تحصیلی 95-96 انجام گرفت. به این صورت که از طریق نمونه¬گیری هدفمند ادراکات، دیدگاهها، انتظارات و نیازهای 57 دانشجوی کارشناسی ارشد رشته¬های مامایی (14نفر)، پرستاری (35 نفر) و اتاق عمل (8 نفر) و 12 نفر از اساتید هر رشته در دانشگاه علوم پزشکی اصفهان در زمینه مهارتهای نرم و اثربخشی دوره¬های تخصصی هر رشته جهت دستیابی به اهداف آموزشی آن دوره¬ها بررسی شدند. کلیه این دانشجویان هم زمان با تحصیل در محیط¬های بالینی نیز مشغول به کار بودند و اساتید آنها نیز در هر گروه، تجربه کار بالینی داشتند. در این تحقیق جمع-آوری اطلاعات از طریق مرور تحقیقات انجام شده در این زمینه، مصاحبه فردی و گروهی عمیق نیمه ساختار یافته با اساتید، مصاحبه فردی با دانشجویان، مشاهده رفتار و عملکرد تحصیلی دانشجویان توسط محقق و یادداشت برداری انجام شد تا به اشباع اطلاعات رسیدیم. هم زمان، مشاهدات اساتید تخصصی این دانشجویان در این دو نیمسال از نظر اثربخش بودن عملکرد درسی، پژوهشی و بالینی دانشجویان صورت گرفت. مصاحبه ها با رضایت شرکت کنندگان ضبط و بازنویسی شدند. سپس با استفاده از تحلیل درون مایه ای، داده ها در دسته ها و طبقاتی قرار گرفتند و زیرگروه¬ها و ویژگی¬های آنها نیز استخراج شدند. جهت حصول دقت و استحکام داده¬ها، معیار مقبولیت، قابلیت انتقال، قابلیت وابستگی و قابلیت اعتماد داده¬ها مورد بررسی قرار گرفت. نتایج: در مطالعه حاضر، از تجزیه و تحلیل داده¬ها، هفت تم اصلی برای مهارتهای نرم مورد نیاز دانشجویان به همراه درون¬مایه¬های فرعی آنها استخراج شد. نتایج نشان داد که انتظارات آموزشی آنها متنوع می¬باشد. این مهارتها شامل مهارتهای فردی، معنوی، بهداشتی، اموزشی-تحصیلی، حرفه ای، عاطفی و ارتباطی می¬باشد. نتیجه‌گیری: نتایج مطالعه نشان داد که دانشجویان نیاز مبرمی به مهارتهای نرم دارند تا بوسیله آنها بتوانند کیفیت زندگی و عملکرد فردی، آکادمیک، شغلی و اجتماعی خود را ارتقاء بخشند. با این وجود، این مهارتها در طول دوران تحصیل فراگیران مورد توجه کافی قرار نگرفته¬اند. بنابراین، برنامه درسی سنتی اموزش فراگیران جهت تربیت فارغ التحصیلان کارآمد نیاز به بازنگری و اصلاح دارد. تجدید نظر در دروس هر رشته به منظور اطمینان از اینکه محتوای دروس پاسخگوی نیازهای فراگیران به صورت همه جانبه باشد، باید با همکاری مشترک و هم فکری مداوم دانشجویان، فارغ التحصیلان، شاغلین، اساتید دانشگاهی، والدین، سیاست گزاران این امر در اموزش پرورش، آموزش عالی و مراکز استخدامی صورت پذیرد. واژه‌های کلیدی: شایستگی، آموزش بهداشتی درمانی، سرفصل درسی، ارائه دهندگان خدمات بهداشتی، دانشگاه علوم پزشکی اصفهان، مطالعه کیفی   2 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.   114 139 2018/08/252018/02/142018/01/62017/07/22 1396/4/31 2018/08/252018/05/262018/04/112018/01/27 1396/11/7 زهرا اکبری zahra akbari استادیار،گروه زبان انگلیسی، دانشکده مدیریت و اطلاع رسانی پزشکی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران ایران akbari@mng.mui.ac.ir Keywords: professional competence health education allied health personnel schools medical Isfahan University of Medical Sciences qualitative research. واژه‌های کلیدی: شایستگی آموزش بهداشتی درمانی سرفصل درسی ارائه دهندگان خدمات بهداشتی دانشگاه علوم پزشکی اصفهان مطالعه کیفی References##1- Ahmadizadeh Zahraee A. The relationship between the hidden curriculum and citizen rearing and the educational performance of high school mal students in Minab in 90-91. Theses. Marvdasht Islamic Azad University 2012. [Persian]##2- Fallahi A, Ghahramani E, Fallahi P, Zarezadeh Y. The study of spiritual needs and its related skills in students of general health. Journal of School Public Health and Instituteof Public Health Research. 2015; 13 (4):85-96. [Persian]##3- Parand K, Niroomand P, Faraji AA, Alizadeh A, Ahadieh N. Developing a framework for skill training and empowering of students having a competence-centred approach. The First international Industry and Information Technology Exports Conference. 2013. [Persian]##4- Khorshidi A, Farrokhi D. Constructive factors for competence of skill learners. Journal Management System.2012; 1(2):131-162. [Persian]##5- Abolvahhabi M, Roomiani Y, Zarif S. Examining Students’ Basic Skill Significant Difference in the Era of Globalization: Shahid Chamran University Case. Quarterly of research and planning in Higher Education. 2014; 19(4):51-74. [Persian]##6- Niyaz Azari Q, Amooee F, Maddah MT, Barimani A. An Evaluation of Students' life Skills in Sari Islamic Azad University. Quarterly of Educational Psychology of Tonekabon Azad University. 2010; 1(3): 33-46. [Persian]##7- Robles Marcel M. Executive perceptions of the top 10 soft skills needed in today’s workplace. Business and Professional Communication Quarterly. 2012; 75(4): 453-465.##8- Pittman KJ, Cahill M. Pushing the boundaries of education: the implications of a youth development approach to education policies, structures and collaborations. Commissioned paper 6, Academy for Educational Development, Washington, DC. 1992.##9- Fetro JV, Rgodes DL, Hey DW. Perceived personal and social competence: development of valid and reliable measures. The Health Educator Journal of Eta Sigma Gama .2010; 42(1):19-26.##10- Badri Gargari R, Hosseini Nasab D, Haghi H. The Study of relationship between social achievement goals and communication skills in Tabriz University Students. Psychological Studies Quarterly. 2010; 6(3): 29-44. [Persian]##11- Mahmoodi, F, Feizollah Zadeh Z, Samadi Shahrak Z. Comparing interpersonal communicative Skills among students in Tabriz University and Tabriz University of Medical Sciences. Iranian Journal of Medical Education. 2016; 16 (47): 418-429. [Persian]##12- Molaee B, Mohammadi M A, Dadkhah B, Mozaffari N, Habibi A, Savadpoor M T. Students' communicative skills in Ardebil University of Medical Sciences. The First National Conference of Clinical Education in Nursing and Midwifery, 14th -15th August 2009. [Persian]##13- Javaher AM, Khaghanizadeh M, Ebadi A. The study of communicative skills in nursing students and its relationship with their demographic features. Iranian Journal of Medical Education. 2013; 14 (1): 23-31. [Persian]##14- Rafiee F, Sajjadi Hazaveh M, Seyyed Fatemi N. The study of Transition from Educational Phase to Occupational Phase: Hybrid Model. Journal of the School of Nursing and Midwifery in Tehran University of Medical Sciences (Hayat). 2014; 20 (1): 59-73. [Persian]##15- Hemmati Maslakpak M, Khalilzadeh H, Rahmani A. The Study of nursing senior students' communicative skills with the clients in Oroomieh University of Medical Sciences in 2003. Journal of the School of Nursing and Midwifery. 2004; 1(2). [Persian]##16- Rostami M, Movaghari Mohammad R, Taghavi Larijani T, Mehran A. The Study of the relationship between emotional intelligence and relieving stress in nurses affiliated with Kermanshah University of Medical Sciences. Journal of Nursing Research. 2016; 11(1): 51-61. [Persian]##17- Suzette, F. The relationship of emotional intelligence to burnout and job satisfaction among nurses in early nursing practice. Theses, College of Nursing. University of Utah, 2004.##18- Yaser, S. The necessity of emotional intelligence in nurses and their decreased occupational burnout. The First National Conference of Amed Forces Nurses. 2011, Tehran, Iran. [Persian]##19- Jaladat H, Ansari Gilati K. An evaluation of nutritional and selfcare habits of junior and senior students in Tehran University of Medical Sciences 2009. Theses, Tehran University of Medical Sciences, 2010. [Persian]##20- Radfar SH, Faridi H. About Life Skills. The Engineering and Medical Sciences Research Institute for the Injured, Tehran, 2007. [Persian]##21- Ashrafi Rizi H, Kazempour Z. Students’ Familiarity with Study Skills: A literature revirew. Ketabemahe Kolliyat Monthly. 2009; 12(143): 70-73. [Persian].##22- Hartman VF. Teaching and learning style preferences: transitions through technology. Journal of the Virginia Community Colleges Association. 1995; 9(2):18-20.##23- Abazari, Rigi T. Students' Study habits and skills in Zahedan University of Medical Sciences. Journal of Health Information Management. 2012; 9(6): 848-861. [Persian]##24- Roohani A, Akbari M, Mamavi T. The study of dentistry students' study skills in Mashhad in 1997-1998. Medicine and Tazkieh Journal. 2012; 19(4): 63-73. [Persian]##25- Badeleh M T, Hesam M, Cherkzi A, Asgari S Z, Khoorsha H. Nursing and midwifery students' study skills in Golestan University of Medical Sciences. The Journal of Research Development in Nursing and Midwifery. 2012; 9(1): 34-40. [Persian]##26- Hosseini SMH, Ahmadiyeh MH, Abbasi Shovazi M, Eslami Farsani SH. The investigation of study skills in BSc students in Yazd Faculty of Hygiene. Journal of Strides in Development of Medical Education. 2006; 5 (2):88-93.##27- Mirzaei M, Hafizi Rastani I, Sepahvand E, Abdi MH, Fakhri Y. Study Skills and its relate factors in Jahrom University of Medical Sciences in 2014. International Organization of Scientific Research Journal of Dental and Medical Sciences. 2015; 14 (10): 77-81.##28- Nourian A, Shahmohammadi F, Mousavi Nasab SN, Nourian Azin. Study skills and habits of students in Tehran Islamic Azad University of Medical Sciences in the academic year 2008-2009. Strides in Development of Medical Education. 2010; 7(2): 104-11. [Persian]##29- Azodi P, Jahanpoor F, Sharif F. Critical Thinking Skills of the Students in Bushehr University of Medical Sciences. Journal of Media. 2000; 2(1):10-16. [Persian]##30- Khodamorady K., Seyyed Zakerin M, Shahabi M, Yaghmaei F, Alavi Majd H. Comparing Critical Thinking Skills of first- and last- term baccalaureate students of Nursing, Midwifery and Occupational Therapy in Medical Universities of Tehran in 2006. Islamic Azad University Medical Sciences Journal. 2011; 21 (2): 134-140. ##31- Myers, CH. teaching critical thinking. 1992. Khodayar Abily , Tehran: Samt, 2007: 8-36.[Persian] ##32- Riddell T. Critical Assumptions: thinking critically about critical thinking. Journal of Nursing Education. 2007; 46 (3): 121-6. ##33- Kerman Saravi F, Navvabi Rigi SH, Ebrahimi Tabas E. The Nursing Students' Critical Thinking Skills in Zahedan University of Medical Sciences 2009-2011. Kerman Razi Journal of School of Nursing and Midwifery. 2011; 11(1, 2): 7-17. [Persian]##34- Karimi Z, Molazem Z, Malekzadeh J, Khalili H. The Critical Thinking Skills Levels of Students Enrolled in a Four Years Bachelor Program at Nursing College in Yasouj. Research in Medical Education Guilan University of Medical Sciences. 2007; 1(1): 1-6. [Persian]##35- Hariri N, Bagherinejad Z. Evaluation of critical thinking skills in students of health faculty, Mazandaran University of Medical Sciences. Journal Mazand University Medical Sciences. 2012; 21 (1): 166-173. [Persian]##36- Rambod M, Raieskarimian F, Moattari M. Critical thinking in the students teaching and learning. Sadra Medical Sciences Journal. 2013; 1 (2):113-128. [Persisn]##37- Shahjooie S, Jalalmanesh SH, Ebrahimi E. Relationship between critical thinking and interpersonal communication skills in nursing students of Azad University Tehran medical Branchy. Journal of Nursing Education. 2014; 3(3):1-13. [Persian]##38- Wilson, C. Media and information literacy: Pedagogy and possibilities. Scientific Journal of Media Education. 2012; 2 (39): 15-22.##39- Ashrafi Rizi H, Ramazani A, Aghajani H. The amount of media and information literacy among Isfahan University of Medical Sciences' students. Journal of Systems and Information Services. 2013; 2(2):17-34. [Persian]##40- Shahbazi SH, Keshtiaray N, Yousefi A. The study of obstacles and strategies to use electronic databases from the viewpoint of postgraduate students: case study in Esfahan University). Information Technology and Communication in Educational Sciences. 2010; 1(2): 37-47.[Persian]##41- Mahdian M, Shahbazi SH, Niknejad M. Study of postgraduate students’ skills in the use of electronic databases and digital library as a component for information literacy. Information Science. 2012; 5(17): 61- 69. [Persian]##42- Alijanpoor M, Mokhtari H, Alijanpoor F. The study of students' information retrieval Skills in Babol University of Medical Sciences in searching information in continuous databases and its relationship with the underlying variables. The Journal of Health Information Management. 2014; 11(7):974-984. [Persian]##43- Chicheritzis D. Education and research: roles and new tools. Reza Yosefian and Maryam Abdolghasemi. Challenges facing higher education at the third millennium. 2002, 161-81. Tehran. Imam Hossein University.##44- Izadi S, Baradaran M, Karamkhani Z. Investigation of the Research skills in various university courses: (Case Studies, Faculty of Humanities, University of Mazandaran ). Journal of Higher Education Curriculum Studies. 2014; 5(9):26-51. [Persian]##45- Sedaghat Samarhosseini, K. 100 general rules in research. Tehran: Aftabe Tose’h. 2013.##46- Mohseni N. Theories in psychological development: cognition, social cognition, cognition and emotion. Pardis Publication, Tehran, 2004: 467-91. ##47- Salimi M, Heidari H. The effect of teaching emotional skills on promoting emotional intelligence and happiness in married female students in Isfahan University. Modern Psychocological Research Quarterly. 2013; 8 (32): 171-90. [Persian]##48- Khaefallahi AA, Doostar M. Emotional intelligence dimensions. Management and Development Journal. 2003; 18(5): 52-62.[Persian]##49- Bar-on, R. Emotional Quotient Inventory: Technical manual (EQ-i). 1997. Toronto, Canada: Multi-Health Systems.##50- Goleman DP. Emotional intelligence: Why it can matter more than IQ for character, health and lifelong achievement. Bantam Books Publisher.1995.##51- Khosrojavid M. The investigation of reliability and validity of emotional intelligence construct of “kicking” in adolescents. Theses, Tarbiat Modarres University, Tehran, 2002.[Persian]##52- Khomeini R. Sahifeh Imam. Tehran, Imam Khomeini Institute. 2000: 7; 427.[Persian]## ##

نقش باورهای فراشناخت و خودکارامدی در پیشرفت تحصیلی دانشجویان The role of meta-cognitive beliefs and self-efficacy in the academic achievement of the students of Ferdows Paramedical Faculty in 2016 1 1 مقدمه: امروزه نظام تعلیم و تربیت هر جامعه زیربنای توسعه اجتماعی-اقتصادی، سیاسی و فرهنگی آن جامعه به شمار می رود وپیشرفت تحصیلی، یکی از شاخص های مهم در ارزیابی نظام آموزشی می باشد.هدف از این مطالعه بررسی رابطه باورهای فراشناخت و خودکارامدی با پیشرفت تحصیلی در دانشجویان دانشکده پیراپزشکی فردوس در سال 1395 بود. روش بررسی: پژوهش حاضر یک مطالعه توصیفی از نوع همبستگی بود که در آن کلیه دانشجویان دانشکده پیراپزشکی فردوس به صورت سرشماری وارد مطالعه شدند.(نرخ پاسخگویی88% ) با توجه به معیار ورود وخروج از بین 200 پرسشنامه توزیع شده در نهایت 177 پرسشنامه تکمیل گردید. برای جمع آوری داده ها از پرسشنامه ی خودکارآمدی تحصیلی مورگان و جینکز و پرسشنامه ی فراشناخت ولز و کرت رایت هاتون استفاده شد. داده ها با استفاده از نرم افزار  SPSS18از طریق آمار توصیفی و آمار استنباطی (شامل آزمون کای دو و همبستگی پیرسون) موردتجزیه و تحلیل قرار گرفت. نتایج: وضعیت خودکارامدی تحصیلی ، باور فراشناختی و پیشرفت تحصیلی دانشجویان در حد متوسط بود.یافته ها نشان داد بین راهبردهای فراشناختی و خودکارامدی با پیشرفت تحصیلی رابطه مثبت و معناداری وجود دارد (05/0>p). همچنین بین باورهای فراشناختی با خودکارامدی تحصیلی دانشجویان رابطه مستقیمی مشاهده شد. نتیجه‌گیری: با توجه به نتایج پژوهش حاضر، با افزایش سطح خودکارآمدی و راهبردهای فراشناختی در دانشجویان می¬توان گامی در جهت پیشرفت تحصیلی آنان برداشت . واژه‌های کلیدی: فراشناخت، خودکارامدی، پیشرفت تحصیلی   2 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   140 149 2018/08/252018/02/142018/01/62017/07/222018/01/17 1396/10/27 2018/08/252018/05/262018/04/112018/01/272018/05/19 1397/2/29 محمد سعید زاده mohammad saed zadeh 1- کارشناس ارشد برنامه ریزی آموزشی،کارشناس آموزش، دانشکده پیراپزشکیو بهداشت فردوس ، دانشگاه علوم پزشکی بیرجند ،ایران ایران mohammad.saeedzadeh@bums.ac.ir یحیی محمدی yahya mohamadi دانشجوی دکتری برنامه ریزی درسی، کارشناس مرکز مطالعات و توسعه آموزش، دانشگاه علوم پزشکی بیرجند،ایران ایران zigorat.fa3@gmail.com فریبا اسدی fariba asadi کارشناس ارشد آمار زیستی،مربی،دانشکده پیراپزشکی و بهداشت فردوس، دانشگاه علوم پزشکی بیرجند،ایران ایران fariba.asadi3@gmail.com Keywords: Meta-Cognition Self-Efficiency Educational achievement واژه‌های کلیدی: فراشناخت خودکارامدی پیشرفت تحصیلی References##1. Kimiai SA, Gharib S. Relationship between learning strategies and attribution styles in students. Journal of Behavioral Science. 2009;3(2):99-104. [Persian]##2. Biyabangard E. The relationship between self-esteem, achievement motivation, and academic achievement amonghigh school students in Tehran. Journal of Psychological Studies. 2005-2006;1(4-5):131-44. [Persian]##3. Mohammadi Y, kaykha A, Kazemi S, Raeisoon M.R. Relationship of Metacognition Learning Strategy and Locus of Control with Academic Achievement of Students. Education Strategiesin Medical Sciences. 2015; 8(5): 323-328.##4. Raeisoon MR, Mohammadi Y, Abdorazaghnejad M, SharifzadehGh. An investigation of the relationship between self-concept, self-esteem, and academic achievement of students in the nursing-midwifery faculty in Qaenduring 2012-13 academic year. Modern Care Journal. 2014;11(3):236-42. [Persian]##5. Mokhtari K, Reichard CA. Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychological. 2002;94(2):249-59.##6. Bennett L, Schwartz JM. Tip-of-the-tongue (TOT) states: Retrieval, behavior and experience. Psychon Soc. 2011;39(5):737-49.##7. Karimi Y. Learning disorders, including case studies of theoretical and practical issues. 5th edition. Tehran: Savalan; 2014. [Persian]##8. Schleifer L, Dull Lf, Richard B. Metacognition and performance in the accounting classroom.Accounting Education. 2009;24(3):339-367.##9. Seif AA, Mesrabadi J. Effectiveness of teaching learning strategies on reading speed, retention and understanding different texts. Journal of Education. 2003;74:37-54. [Persian]##10. Kazemi Soltanali Samani S. Effectiveness of Metacognitive strategy training on academic selfefficacy and academic performance of students [Master thesis]. Tehran: Tehran University,Faculty of Education and Psychology; 2011. [Persian]##11. Ramdass D, Zimmerman BL. Effects of self-correction strategy training on middle school student's self-efficacy, self-evaluation and mathematics division learning. Journal of Advance Academic. 2008;20(1):18-41.##12. Saeid N, Mehrabi M. Effectiveness of teaching cognitive and Meta cognitive strategies on reinforcing these strategies, student self-directed learning readiness and self-efficacy. J MEDIA. 2013;4(3):29-39. [Persian]##13. Mohammadi Darvish Baghal N, Hatami HR, Asadzadeh H, Ahadi H. Effectiveness of selfregulation strategies (cognitive and metacognitive) on motivational beliefs (motivation, selfefficacy, test anxiety) in high school students. Journal Education Psychology. 2013;27(1):49-68. [Persian].##14. Yousefzadeh MR, Yaghoobi A, Rashidi M. The impact of metacognition skills instruction on secondary school girl students’ self-efficacy. Journal Sch Psychology. 2012;4(3):29-38. [Persian]##15. Rickey D, Stacy AM. The role of metacognition in learning chemistry. Journal of Chemical Education .2000;77(7):915-920.##16. Bandura A. Social cognitive theory: and agnatic perspective. Annual Reverse of Psychology. 2004;52(1):1-26.##17. Lynch DJ. Motivational factors, learning strategies & resource managements as predictor of course grades. College student Journal. 2006;40(2):423-428.##18. Salehi M, Mirzakhani F. The Relationship between Metacognitive Skills and Academic Achievement of Students of Islamic Azad University. Sociological Studies of Youth Journal 2014;5(15):73-88.##19. Mirzakhani M, Bagheri M, Sadeghi M R, Mirzakhani F, Modanloo Y. The Impact of Metacognitive Skills on AcademicAchievement of Students in Mazandaran University of Medical Sciences. Journal of Mazandaran University of Medical Science. 2014; 24 (115) :167-173. [persian]##20. CuixinP. Self-Regulated Learning Behavior of College Students of Science and Their Academic Achievement. Physics Procedia,2012;33: 1446-50##21. Balotbangan AA. Simple and Multiple Relationship between Self-efficacy, Achievement Goals, and Achievement Motivation in Predicting Academic Achievement among Students of Semnan University of Medical Sciences. Iranian Journal of MedicalEducation. 2014;14(9):796-805.##22. Heydari M, shirvani A, Amini S. Role of Self-efficacy, Self-regulatory and Self-steam in Academic Achievement of Third Grades Students in the Field of Experimental Sciences. New Educational Approaches Journal. 2014;9(2):89-102. [persian]##23. Wells A. Certwright-Hatton, S. (2004). A short form of metacognitons uestionnaire. Behaviour Research and therapy, 42(4): 385-96.##24. SHirinzadeh S. Comparing metacognitive beliefs and accountability in patients with obsessive-compulsive disorder, general anxiety and normal people.Thesis of MSC 2006.##25. karimzade M, Mohseni N. Studying the relationship between academic self-efficacy and academic achievement in high school girl students in Tehran. Journal of Social-Psychological Studies of Women. 2006;4(2):29-45.##26. Babaei Amiri N. Ashoori J. The relationship between cognitive and metacognitive learning strategies,self-efficacy, creativity and emotional intelligence with academic achievement.Biquarterly Journal of Cognitive Strategies in Learning.2015;2(3):93-108. [Persian.]##27. Samari AA, Tahmasebi F. The study of correlation between emotional intelligence and academic achievement among university students, the quarterly journal of fundamentals of mental health. 2008;9(35):121-128. [Persian]##28. Sayah bargard M, Ardame A,yaghoobi askarabad I.The Evaluation of relationship between Motivational Beliefs and Self-Regulated Learning Strategies with Educational Outcomes of students in Health Faculty of Ahvaz Jundishapour Universityof Medical Sciences. Development of Jundishapur Education Journal. 2012;3(2):60-70. [Persian]##29. Parviz K, Sharifi M. Relationship between cognitive and metacognitive strategies and educational success in urban and rural high school students. Education Strategies Medical Science 2011;1(4): 1-6.##30. Ashoori J, Azadmard SH, Abkenar SJ, Moeini KM. A prediction model of academic achievement based on cognitive and metacognitive strategies, achievement goals orientation and spiritual intelligence in biology. Journal of school psychology. 2014;2(4): 118-136##31. Farhadi M, Malekshahi F, Gholipour P, Jalilvand M. Relationship learning strategies and academic selfefficacy with academic achievement of students in Lorestan University of Medical Sciences in 2016. Yafte. 2018; 19(5):9-17.##32. Abedini Y, Bagherian R, Kadkhodaee M. Investigating the Relationship Between Motivational Beliefs and Cognitive and Metacognitive Beliefs with Academic Achievement: Testing Competitive. Models. Journal of Advance in Cognitive Science. 2010; 12(3): 34-48. (Persian)##33. Galyon CE, Blondin CA, Yaw JS, Nalls M, Williams RL. The relationship of academic self-efficacy to class participation and exam performance. Social Psychology of Education.2012;15(2): 233-49.##34. Khan M. Academic self-Efficacy, coping, and academic performance in college. International Journal of Undergraduate Research and Creative Activities. 2013; 5(1): 1-11.## ##

دانشجویان پزشکی موفق از چه راهبردهایی برای یادگیری استفاده می‌کنند؟ What strategies are used for learning by successful medical students? 1 1 چکیده: مقدمه: امروزه صاحب‌نظران از راهبردهای یادگیری به‌عنوان یک پیش‌نیاز حیاتی برای عملکرد موفق در تمامی محیط‌های آموزشی نام می‌برند، بر همین اساس تحقیق حاضر بررسی میزان استفاده از راهبردهای یادگیری مختلف و رابطه آن با موفقیت تحصیلی دانشجویان پزشکی پرداخته است.  روش بررسی: پژوهش حاضر به‌صورت توصیفی-همبستگی در بین دانشجویان پزشکی دانشگاه علوم پزشکی شیراز صورت گرفت. جامعه آماری پژوهش کلیه دانشجویان پزشکی مشغول به تحصیل در سال تحصیلی 95-96 در دانشگاه بودند که تعداد250 دانشجو با روش نمونه‌گیری تصادفی ساده انتخاب شدند. ابزار پژوهش پرسشنامه راهبردهای یادگیری پنتریج و همکاران(1993)  بود که در این پژوهش از دو مقیاس راهبردهای فراشناختی؛ شامل زیر مؤلفه‌های برنامه‌ریزی، نظارت و راهبردهای تنظیم(12 گویه) و مقیاس مدیریت منابع؛ شامل زیر مؤلفه‌های مدیریت زمان و محیط مطالعه(8 گویه) ، یادگیری از طریق همتا(3 گویه) و جستجوی کمک(4 گویه) استفاده شد و روایی آن به‌صورت محتوایی و پایای آن از طریق آلفای کرنباخ مورد تائید قرار گرفت. نتایج: نتایج نشان داد که بین راهبردهای فراشناختی و مؤلفه‌های مدیریت منابع(مدیریت زمان و محیط یادگیری، یادگیری از طریق همتایان و جستجوی کمک) با عملکرد تحصیلی دانشجویان رابطه مثبت و معناداری وجود دارد(p≤ 0.01). همچنین از بین مؤلفه‌های راهبردهای یادگیری، مؤلفه راهبردهای فراشناخت با ضریب بتای(144/0) و مدیریت زمان و محیط مطالعه با ضریب بتای (277/0) توانایی پیش‌بینی عملکرد تحصیلی دانشجویان را داشتند. نتایج نشان داد که دانشجویان مقاطع مختلف(فیزیوپات، اینترن، اکسترن) و دانشجویان دختر و پسر در میزان استفاده از راهبردهای مختلف یادگیری تفاوت معناداری با یکدیگر نداشتند. نتیجه‌گیری: نتایج به‌دست‌آمده از تحقیق حاضر اهمیت راهبردهای یادگیری فراشناختی و مدیریت منابع را در پیش‌بینی عملکرد تحصیلی دانشجویان نشان داد. بر همین اساس می‌توان اذعان داشت که استفاده از این تدابیر و راهبردها به افزایش یادگیری در دانشجویان منجر می‌شود. واژه‌های کلیدی: راهبردهای یادگیری، موفقیت تحصیلی، دانشجویان پزشکی   2 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 150 160 2018/08/252018/02/142018/01/62017/07/222018/01/172017/12/23 1396/10/2 2018/08/252018/05/262018/04/112018/01/272018/05/192018/04/11 1397/1/22 علی اصغر حیات Aliasghar Hayat استادیار. مرکز تحقیقات آموزش بالینی؛ دانشگاه علوم پزشکی شیراز. ایران ایران ali.hayat63@gmail.com جواد کجوری Javad Kojuri استاد، مرکز تحقیقات آموزش بالینی؛ دانشگاه علوم پزشکی شیراز. ایران ایران kojurij@yahoo.com نعیمه کهولت Naeimeh Kohoulat استاد. مرکز تحقیقات آموزش بالینی؛ دانشگاه علوم پزشکی شیراز، ایران ایران nkkohoulat@gmail.com میترا امینی Mitra Amini دکترای روانشناسی تربیتی، دانشگاه خوارزمی، تهران، ایران ایران aminim@sum سولماز زارع Solmaz Zare دکترای آموزش پزشکی، مرکز تحقیقات آموزش بالینی، دانشگاه علوم پزشکی شیراز، ایران ایران solmaz.z@gmail.com Keywords: learning strategies academic achievement medical students راهبردهای یادگیری موفقیت تحصیلی دانشجویان پزشکی 1- Berg Gvd, Coetzee LR. Academic self-concept and motivation as predictors of academic achievement. International Journal of Educational Sciences. 2014;6(3):469-78.##2- Soares DL, Lemos GC, Primi R, Almeida LS. The relationship between intelligence and academic achievement throughout middle school: The role of students' prior academic performance. Learning and Individual Differences. 2015;41:73-8.##3- Ghazivakili Z, Nia RN, PANAHI F, Karimi M, Gholsorkhi H, Ahmadi Z. The role of critical thinking skills and learning styles of university students in their academic performance. Journal of advances in medical education & professionalism. 2014;2(3):95-102.##4- García O, López F, Icaran E, Burgos S. Relationship between general intelligence, competences and academic achievement among university students. Personality and Individual Differences. 2014;60:S67.##5- Shin H-I, Jeon WT, Yang EB. Relationship between Learning Strategies and Academic Achievement in Medical College and Graduate Medical School Students. Korean journal of medical education. 2010;22(3):197-204.##6- Moldasheva G, Mahmood M. Personality, learning strategies, and academic performance: Evidence from post-Soviet Kazakhstan. Education& Training. 2014;56(4):343-59.##7- Siahi EA, Maiyo JK. Study of the Relationship between Study Habits and Academic Achievement of Students: A Case of Spicer Higher Secondary School, India. International Journal of Educational Administration and Policy Studies. 2015;7(7):134-41.##8- Awang MM, Ahmad AR, Bakar NaA, Ghani SA, Yunus ANM, Ibrahim MAH, et al. Students' Attitudes and Their Academic Performance in Nationhood Education. International Education Studies. 2013;6(11):21-8.##9- Hammood M RA, Radin M. The Relationship Between Test Anxiety and Academic Self -Regulated Learning Among Foundation Students in Iium. Science Journal of Education. 2016;4(2):39-45.##10- Schunk DH, Zimmerman B. Handbook of self-regulation of learning and performance. 2011; (3):32-48##11- Çetin B. Academic motivation and self-regulated learning in predicting academic achievement in college. Journal of International Education Research. 2015;11(2):95-106.##12- Putwain DW. Test anxiety and GCSE performance: the effect of gender and socio‐economic background. Educational Psychology in Practice. 2008;24(4):319-34.##13- Mousoulides N, Philippou G, editors. Students’ motivational beliefs, self-regulation strategies and mathematics achievement. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education; 2005;3:321-328 PME.##14- Zimmerman BJ, Martinez-Pons M. Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology. 1990;82(1):51-59.##15- Bembenutty H. Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of advanced academics. 2007;18(4):586-616.##16- Pintrich PR, Smith DA, Garcia T, McKeachie WJ. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement. 1993;53(3):801-13.##17- Dembo MH. Learning to teach is not enough Future teachers also need to learn how to learn. Teacher Education Quarterly. 2001;28(4):23-35.##18- Winne PH. A cognitive and metacognitive analysis of self-regulated learning. Handbook of self-regulation of learning and performance. 2011:15-32.##19- Zimmerman BJ, Schunk D. Motivational sources and outcomes of self-regulated learning and performance. Handbook of self-regulation of learning and performance. 2011:49-64.##20- Pintrich PR. Understanding self‐regulated learning. New directions for teaching and learning. 1995;1995(63):3-12.##21- Weinstein CE, Acee TW, Jung J. Self‐regulation and learning strategies. New directions for teaching and learning. 2011;2011(126):45-53.##22- Bortoletto D, Boruchovitch E. Learning strategies and emotional regulation of pedagogy students. Paidéia (Ribeirão Preto). 2013;23(55):235-42.##23- Kitsantas A, Zimmerman BJ. College students’ homework and academic achievement: The mediating role of self-regulatory beliefs. Metacognition and Learning. 2009;4(2):97-110.##24- Dignath C, Buettner G, Langfeldt H-P. How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review. 2008;3(2):101-29.##25- Bouffard-Bouchard T, Parent S, Lavirée S. Self-regulation on a concept-formation task among average and gifted students. Journal of Experimental Child Psychology. 1993;56(1):115-34.##26- Bromme R, Pieschl S, Stahl E. Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition. Metacognition and Learning. 2010;5(1):7-26.##27- Schunk DH, Usher EL. self-efficacy for self-regulated learning A validation study. educational and psychological measurement. 2008;68(3):443-63.##28- King RB, Areepattamannil S. What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology. 2014;8(1):18-27.##29- Artino Jr AR, Dong T, DeZee KJ, Gilliland WR, Waechter DM, Cruess D, et al. Achievement goal structures and self-regulated learning: relationships and changes in medical school. Academic Medicine. 2012;87(10):1375-81.##30- Neuville S, Frenay M, Bourgeois E. Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica. 2007;47(1): 95-117##31- Henrich J, Heine SJ, Norenzayan A. Most people are not Weird. Nature. 2010;466(7302):29.##32- Shirazi AGF, Javdani M. The relationship between goal orientation, self-regulation learning and academic performance of students. Quarterly Journal of Educational Sciences and Consultation. 2015;1(1).##33- Ulstad SO, Halvari H, Sørebø Ø, Deci EL. Motivation, learning strategies, and performance in physical education at secondary school. Advances in Physical Education. 2016;6(01):27-41.##34- Alotaibi KN. The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of Saudi nursing and medical emergency students. Nurse education today. 2016;36:249-54.##35- Agustiani H, Cahyad S, Musa M. Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance. The Open Psychology Journal. 2016;9.1-6##36- Goradia T, Bugarcic A. Can self-regulated learning strategies improve academic achievement in online higher education learning environments? Advances in Integrative Medicine. 2017. 4(1):36-37.##37- Kajbaf MB, Moulavi H, Shirazi Tehrani AR. Study of the relationship between motivationalbelifes and self- regulated learning sterategies and academicperformance among high school students. Advances in Cognitive Science. 2003;5(1).27-33##38- Peklaj C, Pečlak S. Emotions, motivation and self-regulation in boys’ and girls’ learning mathematics. Horizons of Psychology. 2011;20(3):33-58.## ##

بررسی سطح مهارت تفکر انتقادی در دانشجویان رشته مدیریت خدمات بهداشتی درمانی در دانشکده بهداشت دانشگاه علوم پزشکی شهید صدوقی یزد در سال 1395 Critical thinking skills among Healthcare Management college students: a case study in Iran: a study conducted in 2016 1 1 مقدمه: یکی از مهارت¬های کلیدی که به دانشجویان مدیریت خدمات بهداشتی و درمانی در رهبری موفق آینده سازمان¬ها کمک خواهد کرد، توسعه مهارت تفکر انتقادی در طول تحصیل می¬باشد. هدف مطالعه حاضر بررسی وضعیت مهارت تفکر انتقادی در دانشجویان این رشته در دانشگاه علوم پزشکی شهید صدوقی یزد در سال 1395 بوده است. روش کار: این مطالعه از نوع توصیفی مقطعی بوده که در سال 1395 در بین کلیه دانشجویان رشته مدیریت خدمات بهداشتی و درمانی در دو مقطع کارشناسی و کارشناسی ارشد دانشکده بهداشت دانشگاه علوم پزشکی شهید صدوقی یزد انجام شده است. به منظور جمع آوری داده از پرسشنامه استاندارد "مهارت تفکر انتقادی کالیفرنیا" استفاده شد و داده¬های بدست آمده از طریق نرم افزار SPSS نسخه 16 مورد تجزیه و تحلیل آماری قرار گرفت. یافته ها: نمره میانگین مهارت تفکر انتقادی و ابعاد مختلف مربوط به آن در سطح متوسط ارزیابی شد که نشانه وضعیت نسبتاً مطلوب آن در میان دانشجویان مورد مطالعه بود. یافته های بدست آمده از آزمون همبستگی آزمون همچنین نشان داد که بین متغیرهای مقطع تحصیلی دانشجویان و بعد ارزیابی در مهارت تفکر انتقادی ارتباط آماری معنادار وجود داشته است (p<0.05). به علاوه ارتباط معنادار میان نمره مهارت تفکر انتقادی و ابعاد تشکیل دهنده آن مشاهده گردید (p<0.05). نتیجه گیری: یافته های مطالعه حاکی از آن بود که دانشجویان از حیث مهارت تفکر انتقادی در سطح متوسط قرار داشته و در ارتباط با برخی ابعاد ضعف¬هایی نیز مشاهده می¬شود که همین امر اهمیت رشد و توسعه مستمر چنین مهارت¬هایی را به منظور تقویت توانمندی های رهبری در دانشجویان گوشزد می¬کند. واژگان کلیدی: مهارت تفکر انتقادی، دانشجویان، ارزیابی.   2 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 161 171 2018/08/252018/02/142018/01/62017/07/222018/01/172017/12/232016/08/9 1395/5/19 2018/08/252018/05/262018/04/112018/01/272018/05/192018/04/112018/05/16 1397/2/26 روح الله عسکری Roohollah Askari دکتری استادیار، گروه مدیریت خدمات سلامت دانشکده بهداشت دانشگاه علوم پزشکی یزد، ، یزد، ایران ایران r.asqari@gmail.com زهرا حاتمی زاده Zahra Hatamizadeh گروه مدیریت خدمات سلامت، دانشکده بهداشت، - دانشگاه علوم پزشکی یزد، یزد، ایران ایران m.gholami@gmail.com فاطمه سپاسه Fatemeh Sepase گروه مدیریت خدمات سلامت، دانشکده بهداشت، - دانشگاه علوم پزشکی یزد، یزد، ایران ایران f.sepaseh@gmail.com سیما رفیعی Sima Rafiei دکتری استادیار گروه مدیریت سلامت، دانشکده بهداشت، دانشگاه علوم پزشکی قزوین، قزوین، ایران ایران sima.rafie@gmail.com Keywords: Critical thinking skill student evaluation تفکر انتقادی مهارت دانشجویان ارزیابی References##1. Sabouri KA, Ostadzar N, Moneghi H, Gharib M. The critical thinking in medical students in two areas of basic sciences and pre-internship. Iranian Journal of Medical Education. 2012; 12(10): 778-785.##2. Krupat E, Sprague J.M, Wolpaw D, Haidet P, Hatem D, O’Brien B. Thinking critically about critical thinking: Ability, disposition, or both? Medical Education, 2011; 45(6): 625–635.##3. Facione P, Facione N, Giancarlo C, Blohm S. Teaching for thinking. Insight assessment and the California Academic Press. 2002 ##4. Facione, Noreen C., and Peter A. Facione. The Health Sciences Reasoning Test Manual. 2011 ed. Millbrae, CA: California Academic Press, 2011.##5. Scheffer B, Rubenfeld M. A consensus statement on critical thinking in nursing. Journal of Nursing Education, 2000; 39(8): 352–359.##6. Hosseini SA, Bahrami M. Comparison of critical thinking between freshman and senior BS students. Iranian Journal of Medical Education, 2002; 2(2): 21-26. ##7. Elkins JR. the Critical Thinking Movement: Alternating Currents in One Teacher's Thinking. Myweb.wvnet.edu. Retrieved 23 March 2014.##8. Facione PA. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Executive Summary “The Delphi Report”. Mellbrae, CA: The California Academic Press; 1990.##9. Giancarlo CA, Facione PA. A look across four years at the disposition toward critical thinking disposition among undergraduate students. The Journal of General Education. 2001; 50(1):29–55.##10. Reynolds M. Critical thinking and systems thinking: towards a critical literacy for systems thinking in practice. In: Horvath, Christopher P. and Forte, James M. eds. Critical Thinking. New York, USA: Nova Science Publishers, 2011; 37–68.##11. Paul R., Elder L . The Miniature Guide to Critical Thinking Concepts and Tools (5th ed.): The Foundation for Critical Thinking.2014; 10-20.##12. Mirmolayi ST, Shaabani H, Babaei QR. Comparing the critical thinking skills of freshman and senior students in the students of Tehran universities of medical sciences, Journal of survival, 2004; 22: 69-77.##13. Paul R. Critical thinking: how to prepare students for a rapidly changing world, foundation for critical thinking, 1995.##14. Profetto-McGrath J. Critical thinking and evidence-based practice. Journal of Professional Nursing. 2005; 21(6):364–371.##15. Case, R. Moving critical thinking to the main stage. Education Canada, 2005; 45(2): 45–49.##16. Willingham DT. Critical thinking: Why is it so hard to teach. American Educator, 2007; 31(3):8–19. ##17. Ennis RH. A logical basis for measuring critical thinking skills. Educational Leadership, 1985; 43(2): 44–48. ##18. Gharib M, Rabieian M, Salsali M, Hadjizadeh E, Sabouri K.A, Khalkhali H. Critical Thinking Skills and Critical Thinking Dispositions in Freshmen and Senior Students of Health Care Management. Iranian journal of medical education. 2009; 9(2): 1-11.##19. Babamohamadi H, Khalili H. Critical thinking in nursing students in Semnan University of Medical Science. Iran Journal of Medical Education. 2004; 4(13):23–31.##20. Eslami-Akbar R, Moarefi F. A comparison of the critical thinking ability in the first and last term baccalaureate students of nursing and clinical nurses of Jahrom University of Medical Sciences in 2007. Journal of Jahrom University Medical Science. 2010; 8(1):37–45.[Persian]##21. Ranjbar H, Esmaili H. A study on the nursing and midwifery students' trend to critical thinking and its relation with their educational status. Journal of Urmia Nursing Midwifary. 2006; 4(1):11–20.##22. Sharp M, Reynolds RB, Brooks KN. Critical Thinking Skills of Allied Health Science Students: A Structured Inquiry, Educational Perspectives in Health Informatics and Information Management, 2013:1-13.##23. Arum R, Roksa J. Academically Adrift: Limited Learning on College Campuses, University of Chicago Press. The University of Chicago, United States, 2010.##24. Barkhordary M, Jalalmanesh S, Mahmodi M. The relationship between critical thinking disposition and self-esteem in third and fourth year bachelor nursing students. Iran Journal of Medical Education. 2009; 9(1):9–13.##25. Ip WY, Lee DT, Lee IF, Chau JP, Wootton YS, Chang AM. Disposition towards critical thinking: a study of Chinese undergraduate nursing students. Journal of Advance Nursing. 2000; 32(1):84–90.##26. Carol J. standardized measures of critical thinking experience with the California critical thinking skills test. Nurse Educator 1997; 22 (5).29-33##27. Sullivan B. Evaluating critical thinking skills of Baccalaureate nursing students. Journal of nursing education 1997; 36(10): 485-8.##28. Shin R K. Critical thinking ability and clinical decision making skills among senior nursing students in associated baccalaureate programs in korea. Journal of Advanced Nursing; 1998 27 (2): 414-8.##29. Zhang H, Lambert V. Critical thinking dispositions and learning styles of baccalaureate nursing students from China. Nursing Health Science. 2008; 10(3):175–81.##30. Noohi E, Karimi-Noghondar M, Haghdoost A. Survey of critical thinking and clinical decision making in nursing student of Kerman University. Iran Journal of Nursing Midwifery Research. 2012; 17(6):440–4.##31. Khalili H, Babamohammadi H, Hajiaghajani S. The effects of two educational methods, classic and critical thinking strategies, on the stable learning of nursing students. Koomesh. 2003; 5(2):53–62.##32. Athari ZS, Sharif M, Nematbakhsh M, Babamohammadi H. Evaluation of critical thinking skills in isfahan university of medical sciences' students and its relationship with their rank in university entrance exam rank. Iran Journal of Medical Education. 2009; 9(1):5–12.##33. Fero LJ, Witsberger CM, Wesmiller SW, Zullo TG, Hoffman LA. Critical Thinking Ability of New Graduate and Experienced Nurses. Journal of Advanced Nursing 2009; 65(1): 139–48.## ##

نقش انگیزش در یادگیری the Role of motivation in learning 1 172 174 2018/08/252018/02/142018/01/62017/07/222018/01/172017/12/232016/08/92017/12/10 1396/9/19 2018/08/252018/05/262018/04/112018/01/272018/05/192018/04/112018/05/162018/04/21 1397/2/1 مهلا سلاجقه Mahla Salajegheh دانشگاه علوم پزشکی کرمان ایران mahla.salajegheh90@gmail.com امین حسینی شاوون Amin Hoseinyshavoun دانشگاه علوم پزشکی تهران ایران hoseiny248@gmail.com آموزش پزشکی انگیزش ## ##