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سخن سردبیر Editorial 1 1429 1431 2026/06/16 1405/3/26 2026/06/16 1405/3/26 مسعود میرزایی استاد، گروه اپیدمیولوژی، دانشکده بهداشت، دانشگاه علوم پزشکی شهید صدوقی یزد. ایران میلاد نوری دستیار دندانپزشکی کودکان دانشگاه علوم پزشکی یزد ایران ##فاقد منابع فاقد منابع#### ##

تدوین الگوی بومی دانشگاه نسل چهارم در گذار دانشگاه‌های علوم پزشکی به نسل چهارم Developing a Native Model of the Fourth-Generation University for the Transition of Iranian Medical Sciences Universities 1 1 مقدمه: دانشگاه نسل چهارم با تأکید بر نوآوری، ارزش‌آفرینی و تعامل نظام‌مند با جامعه، به‌عنوان الگوی نوین تحول دانشگاهی مطرح می‌شود. ازاین‌رو، پژوهش حاضر با هدف طراحی یک الگوی بومی از عوامل مؤثر بر تبدیل دانشگاه‌های علوم پزشکی به دانشگاه نسل چهارم انجام شد. روش بررسی: این پژوهش کاربردی بوده و با رویکرد کیفی، ماهیت اکتشافی و با استفاده از روش دلفی فازی در سال 1404 انجام گردید. ابتدا با مرور نظام‌مند ادبیات نظری و پیشینه پژوهش، ۱۷۰ شاخص اولیه در قالب ۷ بُعد و ۲۸ مؤلفه استخراج شد. سپس طی سه دور دلفی فازی، دیدگاه‌های ۳۰ نفر از خبرگان حوزه مدیریت آموزش عالی، کارآفرینی دانشگاهی و سیاست‌گذاری آموزش علوم پزشکی تحلیل و مورد ارزیابی قرار گرفت. نتایج: مقوله‌های اولیه پس از پالایش و دستیابی به اجماع خبرگان با ضریب توافق کندال (82/0) و بررسی پایایی با استفاده از معیارهای انحراف‌معیار فازی و نرخ ناسازگاری به شناسایی و تثبیت ۱۴۷ شاخص در قالب ۳۰ مؤلفه و ۸ بُعد کلان به الگوی پژوهش منجر شد. در این الگو، بُعد «تکنولوژی و فناوری‌های نوین» با میانگین قطعی 88/0 و به‌عنوان زیرساخت بنیادین دارای بالاترین اولویت و سپس، ابعاد «رهبری و استراتژی‌های تحول‌گرا» و «توانمندسازی منابع انسانی» هر دو با میانگین 86/0 به‌عنوان ارکان هدایت و اجرای تحول شناسایی شدند. نتیجه‌گیری: الگوی نهایی پژوهش حاضر، به‌عنوان یک نقشه راه جامع و نظام‌مند، می‌تواند مبنای تصمیم‌گیری‌های سیاستی و اقدامات اجرایی در مسیر هدایت تحول دانشگاه‌های علوم پزشکی ایران به سوی دانشگاه نسل چهارم باشد.   2 Introduction: The fourth-generation university, emphasizing innovation, value creation, and systematic engagement with society, is proposed as a new model of academic transformation. Therefore, the present study aimed to design a native model of the effective factors for transforming medical sciences universities into fourth-generation universities. Method: This applied study was conducted with a qualitative exploratory approach using the fuzzy Delphi method in 2025. In the first stage, through a systematic review of theoretical literature and research background, 170 initial indicators were extracted in the form of 7 dimensions and 28 components. Then, during three rounds of fuzzy Delphi, the perspectives of 30 experts in the fields of higher education management, academic entrepreneurship, and medical education policy-making were analyzed and evaluated. Results: After refinement and reaching expert consensus with Kendall's coefficient of concordance (0.82), and reliability assessment using fuzzy standard deviation and inconsistency rate, the initial categories led to the identification and stabilization of 147 indicators within 30 components and 8 overarching dimensions as the final model. In this model, the dimension of "Technology and Emerging Technologies" with a crisp mean of 0.88 was identified as the fundamental infrastructure with the highest priority, followed by "Transformational Leadership and Strategies" and "Human Resource Empowerment" both with a crisp mean of 0.86 as the guiding and implementing pillars of transformation. Conclusion: The final model of the present study, as a comprehensive and systematic roadmap, can serve as a basis for policy decisions and executive actions in guiding the transformation of Iranian medical sciences universities toward the fourth-generation university.   1432 1450 2026/06/162026/02/8 1404/11/19 2026/06/162026/06/14 1405/3/24 مریم سادات حسینی maryam sadat hosseini دانشگاه آزاد اسلامی نیشابور ایران 5749927067@iau.ir مسلم چرابین moslem cherabin دانشگاه آزاد اسلامی نیشابور ایران moslemch2015@iau.ac.ir محمد کریمی mohammad karimi دانشگاه آزاد اسلامی نیشابور ایران karimi.740@iau.ir علی معقول Ali maghool دانشگاه آزاد اسلامی نیشابور ایران 1060280205@iau.ir Fourth-generation university Health value creation Medical sciences universities دانشگاه نسل چهارم ارزش‌آفرینی سلامت دانشگاه‌های علوم پزشکی 1. Etzkowitz H, Leydesdorff L. The Triple Helix and the fourth generation university: Beyond the entrepreneurial university 2.0. J Technol Transf. 2021; 46(5): 1234–1250.##2. Zendedel A, Ghanbari S. Challenges of transformation in Iranian medical sciences universities. Research in Medical Education 2022. [Persian]##3. Khan MS, Omrani N, Rashid S. Fourth-generation universities and value creation ecosystems. Technol Soc. 2023; 72:102170.##4. Rahman A, Yildiz O. Digital health universities and innovation-driven leadership. Int J Health Plann Manage. 2024; 39(1):45–62.##5. Etzkowitz H. The Triple Helix: University–Industry–Government Innovation in Action. London: Routledge; 2008.##6. Carayannis EG, Campbell DFJ. Democracy of knowledge and the Quadruple Helix: Context-driven innovation and smart specialization. In: Smart Quintuple Helix Innovation Systems. Cham: Springer; 2021; 1–23.##7. Zhou Y, Chen X. Structural agility in next-generation universities. Stud High Educ. 2025; 50(1): 1–15.##8. Jahangiri-Fard A. A fourth-generation university model for Islamic Azad University. Journal of Management, Economics and Entrepreneurship Studies 2022; 8(1): 123–145. [Persian]##9. Khoshnezhad MR, Aghajani H, Danaeefard H. Designing a fourth-generation university model using thematic analysis. Journal of Research in Educational Systems (JRES) 2022; 16(57): 200–223. [Persian]##10. Liaw SY, Ooi SW, Rusli KD, Lau TC, Tam WW, Chua WL. Nurse–physician communication team training in virtual reality versus live simulations: A randomized controlled trial. J Med Internet Res. 2020; 22(4): e17279.##11. Su Y, Zheng Z, Chen J. Quadruple helix innovation model and university governance. Sustainability. 2020; 12(18): 7425.##12. Yadav R, Kumar A, Babu S. Digital transformation of higher education institutions: A systematic review. Educ Inf Technol. 2022; 27(6): 8131–8160.##13. Graeßner G, Milders J, van Goor H. The university as an orchestrator of the quadruple helix ecosystem: The case of Tilburg University’s TSHD center. J Innov Entrep. 2023; 12(1): 22-48.##14. Lukovics M, Zuti B. New functions of universities in the 21st century towards fourth-generation universities. Transition Stud Rev. 2015; 22(2): 33–48.##15. Gertsen F, Søndergaard J, Larsen P. Resilient universities in turbulent environments. High Educ Policy. 2023; 36(2): 189–205.##16. Unger M, Polt W, Etzkowitz H, Marsan GA. A new paradigm of university–industry–government interactions in Europe. J Technol Transf. 2020; 45(4): 1109–1128.##17. Torkaman M, Hindinassab S. Assessment of entrepreneurial university indicators based on the Gibb model. Journal of Human Resources Excellence 2017; 2(3): 1–24. [Persian]##18. Fazel F, Zamanyan A, Khoshnezhad MR. Human resource empowerment in third- and fourth-generation universities: A fuzzy Delphi study. Journal of Management and Planning in Educational Systems 2017; 10(4): 87–114. [Persian]##19. Yedali-Dehcheshmeh M, Khoshnezhad MR, Mirza-Mohammadi MH. Fourth-generation university model for Iran: A grounded theory approach. Quarterly Journal of Research and Planning in Higher Education 2021; 27(4): 1–28. [Persian]##20. Khoshnezhad MR, Fazel F, Zamanyan A. Fourth-generation university model emphasizing university–society interaction. Journal of Iranian Social Development Studies 2022; 14(3): 49–68. [Persian]##21. Panahi H, Koushki S, Soleimani M. Designing a qualitative acceleration model for faculties of physical education toward fourth-generation universities. Sport Sciences Research Institute 2023; 15(1): 175–195. [Persian]##22. Pourjavid M, Kalantari K, Safari A. Institutionalization components of fourth-generation universities in Iranian agricultural higher education. Journal of Agricultural Education Administration Research 2020; 5(2): 1–18. [Persian]##23. Ranjbar Jamalabadi H, Moeinaldin M, Heyrani F, Dehghan Dehnavi H. Development of a tool to measure financial knowledge and skills of hospital managers. The Journal of Shahid Sadoughi University of Medical Sciences 2024; 32(3): 7626–7644. [Persian]##24. Habibi A, Sarafrazi A, Izadyar S. Delphi technique theoretical framework in qualitative research. International Journal of Engineering Science 2014; 3(4): 8–13. [Persian]##25. Nagel DA, Kean T, Charlton P, Kelly KJ, Lamontagne ME, Fahim C, et al. Advancing the methodology of environmental scans: An online modified Delphi study. BMJ Open. 2026; 16(1): e105161.## ##

همدلی و خودکارآمدی ارتباط بین‌فردی در کارورزان پزشکی: یک مطالعه مقطعی Medical Interns’ Empathy and Self-Efficacy in Interpersonal Communication with Patients at Yazd Shahid Sadoughi University of Medical Sciences 1 1 مقدمه: همدلی و خودکارآمدی در ارتباط با بیماران از مهارت‌های حیاتی پزشکان است و بر فرایند درمان و رضایت بیماران اثرگذار است. هدف مطالعه حاضر تعیین سطح همدلی و خودکارآمدی ارتباط بین‌فردی کارورزان پزشکی در برخورد با بیماران بود. روش بررسی: پژوهش حاضر یک مطالعه توصیفی–تحلیلی مقطعی است که در میان کارورزان پزشکی دانشگاه علوم پزشکی شهید صدوقی یزد در سال تحصیلی ۱۴۰۰ تا ۱۴۰۱ انجام شد. داده‌ها به‌صورت سرشماری و الکترونیکی از طریق دو ابزار معتبر شامل «مقیاس همدلی جفرسون» و «پرسشنامه خودکارآمدی ارتباط بین‌فردی» جمع‌آوری و تحلیل گردید. یافته‌ها: از مجموع ۱۸۰ پرسشنامه، ۱۶۰ مورد قابل تحلیل بود (میانگین سنی: ۲۵/۳۶±۱/۲۲ سال). میانگین نمره همدلی ۵۴/۳۱±۷/۵۰ و میانگین خودکارآمدی ارتباطی ۸۶/۹۹±۷/۵۱ بود. همدلی در مردان به‌طور معنی‌داری بیش از زنان بود (01/0 = P)، اما بین متغیرهای سن، معدل، و سال تحصیل تفاوت معناداری مشاهده نشد. شرکت در دوره آموزش مهارت‌های ارتباطی با سطح بالاتر همدلی ارتباط داشت. نتیجه‌گیری: سطح همدلی و خودکارآمدی ارتباطی کارورزان مطلوب است. با توجه به اثر مثبت آموزش مهارت‌های ارتباطی بر همدلی، پیشنهاد می‌شود، گنجاندن رسمی این دوره‌ها در برنامه آموزشی دانشجویان پزشکی مورد توجه قرار گیرد.   2 Introduction: Empathy and self-efficacy in communication with patients are critical skills for physicians and significantly influence the treatment process and patient satisfaction. This study aimed to assess the levels of empathy and interpersonal communication self-efficacy among medical interns. Method: A cross-sectional descriptive-analytical study was conducted on medical interns of Yazd Shahid Sadoughi University of Medical Sciences, Iran, during the 2021–2022 academic year. Data were collected electronically using a demographic questionnaire, the Jefferson Scale of Empathy, and the Interpersonal Communication Self-Efficacy Questionnaire. Statistical analyses were performed using t-test, ANOVA, Pearson correlation, and linear regression. Results: Out of 180 distributed questionnaires, 160 were completed (response rate = 88.9%). The mean age of participants was 25.36 ± 1.22 years. The mean empathy and communication self-efficacy scores were 54.31 ± 7.50 and 86.99 ± 7.51, respectively. Male interns had significantly higher empathy scores than females (P = 0.01). Participation in communication skills training was also significantly associated with empathy. No significant differences were observed for age, grade point average, or academic year. Conclusion: The empathy and communication self-efficacy levels of the interns were desirable. Given the positive effect of communication skills training on empathy, it is recommended that such courses be formally incorporated into the medical curriculum. Keywords: Empathy; Self-efficacy; Medical interns; Communication skills; Patient interaction Introduction: Empathy and self-efficacy in communication with patients are critical skills for physicians and significantly influence the treatment process and patient satisfaction. This study aimed to assess the levels of empathy and interpersonal communication self-efficacy among medical interns. Method: A cross-sectional descriptive-analytical study was conducted on medical interns of Yazd Shahid Sadoughi University of Medical Sciences, Iran, during the 2021–2022 academic year. Data were collected electronically using a demographic questionnaire, the Jefferson Scale of Empathy, and the Interpersonal Communication Self-Efficacy Questionnaire. Statistical analyses were performed using t-test, ANOVA, Pearson correlation, and linear regression. Results: Out of 180 distributed questionnaires, 160 were completed (response rate = 88.9%). The mean age of participants was 25.36 ± 1.22 years. The mean empathy and communication self-efficacy scores were 54.31 ± 7.50 and 86.99 ± 7.51, respectively. Male interns had significantly higher empathy scores than females (P = 0.01). Participation in communication skills training was also significantly associated with empathy. No significant differences were observed for age, grade point average, or academic year. Conclusion: The empathy and communication self-efficacy levels of the interns were desirable. Given the positive effect of communication skills training on empathy, it is recommended that such courses be formally incorporated into the medical curriculum.   1451 1466 2026/06/162026/02/82025/11/19 1404/8/28 2026/06/162026/06/142026/06/4 1405/3/14 مهدیه شکیبایی Mahdiyeh Shakibaei دانشگاه علوم پزشکی یزد ایران Termeshakibaei2014@gmail.com زنیره سلیمی Zanireh salimi دانشگاه علوم پزشکی مشهد ایران zaniresalimi@yahoo.com محمدامین فتوحی اردکانی mohammadamin fotouhi ardakani دانشگاه علوم پزشکی مشهد ایران mohammadamin5962@gmail.com پروانه رشیدپور Parwane Rashidpour دانشگاه علوم پزشکی یزد ایران parvanerashidpour@gmail.com رضا بیدکی Reza Bidaki دانشگاه علوم پزشکی یزد ایران Reza_bidaki@yahoo.com سید مجتبی یاسینی اردکانی Seyyed Mojtaba Yasini Ardakani دانشگاه علوم پزشکی یزد ایران Smya1960@gmail.com فاطمه کشمیری Fatemeh Keshmiri دانشگاه علوم پزشکی یزد ایران Keshmiri1395@gmail.com Empathy Self-efficacy Medical interns Communication skills Patient interaction همدلی خودکارآمدی ارتباط بین‌فردی کارورز پزشکی آموزش پزشکی 1. World Health Organization. Framework for action on interprofessional education and collaborative practice. Geneva: World Health Organization; 2010.##2. Schmitt M, Blue A, Aschenbrener CA, Viggiano TR. Core competencies for interprofessional collaborative practice: reforming health care by transforming health professionals’ education. Acad Med. 2011; 86(11): 1351–.##3. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977; 84(2): 191–215.##4. World Health Organization Study Group on Multiprofessional Education for Health Personnel. Learning together to work together for health: report of a WHO study group on multiprofessional education of health personnel: the team approach. Geneva: World Health Organization; 1988.##5. Shariat SV, Kaykhavoni A. Empathy in medical residents at Iran University of Medical Sciences. Iran J Psychiatry Clin Psychol. 2010; 16(3):248–56.##6. Jabarifar S. Empathy levels in undergraduate and postgraduate dental students in Isfahan Faculty of Dentistry in 2011. 2012. [Persian]##7. Hojat M, Gonnella JS, Mangione S, Nasca TJ, Veloski JJ, Erdmann JB, et al. Empathy in medical students as related to academic performance, clinical competence and gender. Med Educ. 2002; 36(6):522–7.##8. Kliszcz J, Nowicka-Sauer K, Trzeciak B, Nowak P, Sadowska A. Empathy in health care providers—validation study of the Polish version of the Jefferson Scale of Empathy. Adv Med Sci. 2006; 51:219–25.##9. Kazemipoor M. Validity and reliability of the Persian version of JSPE HP questionnaire (Jefferson scale of physician empathy–health professionals’ version). 2012. [Persian]##10. Rafati S, Rejeh N, Davati A, Foroutani F. Empathic attitudes in medical students: using the Jefferson Scale of Empathy. Med Ethics J. 2016; 10(36):25–34.##11. Rahimaghaee F, Golamei M. Relationship between personal knowledge management and self-efficacy among health centers staffs. Educ Dev Jundishapur. 2018; 9(3):176–84.##12. Hassankhani H, Mohajjel Aghdam A, Rahmani A, Mohammadpoorfard Z. The relationship between learning motivation and self efficacy among nursing students. Res Dev Med Educ. 2015; 4(1):97–101.##13. Rahimi F, Alamdar E, Kamali K, Khoushemehr G. Relationship between self efficacy and academic achievements in the students of Tehran University of Medical Sciences. Iran J Nurs Res. 2018; 13(2): 59–66.##14. Michael K, Dror MG, Karnieli Miller O. Students’ patient centered care attitudes: the contribution of self‑efficacy, communication, and empathy. Patient Educ Couns. 2019; 102(11):2031–7.##15. Hojat M, Mangione S, Nasca TJ, Cohen MJ, Gonnella JS, Erdmann JB, et al. The Jefferson Scale of Physician Empathy: development and preliminary psychometric data. Educ Psychol Meas. 2001; 61(2): 349–65.##16. Mangione S, Kane GC, Caruso JW, Gonnella JS, Nasca TJ, Hojat M. Assessment of empathy in different years of internal medicine training. Med Teach. 2002; 24(4):370–3.##17. Kazemipoor M, Sattar BS, Hakimian R. Patient empathy and related factors in undergraduate and postgraduate dental students. 2018.##18. Modi A, Fascelli M, Daitch Z, Hojat M. Evaluating the relationship between participation in student‑run free clinics and changes in empathy in medical students. J Prim Care Community Health. 2017; 8(3): 122–6.##19. Fernández Olano C, Montoya Fernández J, Salinas‑Sánchez AS. Impact of clinical interview training on the empathy level of medical students and medical residents. Med Teach. 2008; 30(3): 322–4.##20. Aomatsu M, Otani T, Tanaka A, Ban N, van Dalen J. Medical students’ and residents’ conceptual structure of empathy: a qualitative study. Educ Health (Abingdon). 2013; 26(1): 4–8.##21. Hojat M, Vergare MJ, Maxwell K, Brainard G, Herrine SK, Isenberg GA, et al. The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med. 2009; 84(9): 1182–91.##22. Chen D, Lew R, Hershman W, Orlander J. A cross-sectional measurement of medical student empathy. J Gen Intern Med. 2007; 22(10): 1434–8.##23. Berg K, Blatt B, Lopreiato J, Jung J, Schaeffer A, Heil D, et al. Standardized patient assessment of medical student empathy: ethnicity and gender effects in a multi-institutional study. Acad Med. 2015; 90(1): 105–11.##24. Fernández Olano C, Montoya Fernández J, Salinas Sánchez AS. Impact of clinical interview training on the empathy level of medical students and medical residents. Med Teach. 2008; 30(3): 322–4.##25. Pfattheicher S, Nockur L, Böhm R, Sassenrath C, Petersen MB. The emotional path to action: empathy promotes physical distancing and wearing of face masks during the COVID‑19 pandemic. Psychol Sci. 2020; 31(11): 1363–73.##26. Khademalhosseini M, Khademalhosseini Z, Mahmoodian F. Comparison of empathy score among medical students in both basic and clinical levels. J Adv Med Educ Prof. 2014; 2(2): 88–91.## ##

آگاهی و نگرش دانشجویان دانشگاه علوم پزشکی شهید صدوقی یزد نسبت به هوش مصنوعی: چالش‌ها و فرصت‌ها در نسل نوین آموزش پزشکی Awareness and Attitudes of Medical Sciences Students at Shahid Sadoughi University of Medical Sciences toward Artificial Intelligence: Challenges and Opportunities in Modern Medical Education 1 1 مقدمه: پیشرفت سریع فناوری‌های هوش مصنوعی تحولات چشمگیری در نظام‌های سلامت و آموزش پزشکی ایجاد کرده است. آگاهی و نگرش دانشجویان علوم پزشکی نسبت به این فناوری، نقش مهمی در پذیرش و استفاده مؤثر از آن دارد. این مطالعه با هدف ارزیابی سطح آگاهی و نگرش دانشجویان دانشگاه علوم پزشکی شهید صدوقی یزد نسبت به هوش مصنوعی و بررسی عوامل دموگرافیک مرتبط انجام شد. روش بررسی: این مطالعه توصیفی-مقطعی در سال ۱۴۰۳ با مشارکت ۵۰۰ دانشجوی کارشناسی و دکتری عمومی از دانشکده‌های مختلف انجام گرفت. داده‌ها با پرسشنامه محقق‌ساخته و استاندارد شامل اطلاعات دموگرافیک، آگاهی، نگرش و نگرانی‌های مربوط به هوش مصنوعی جمع‌آوری شد. روایی پرسشنامه توسط ۱۰ متخصص تأیید شد (89/0 = CVI) و پایایی آن با آلفای کرونباخ 83/0 گزارش گردید. داده‌ها با آزمون‌های Chi-square، Independent sample T-test و ANOVA تحلیل شدند. نتایج: ۶۲٪ شرکت‌کنندگان زن و ۹۰٪ زیر ۲۵ سال بودند. بالاترین سطح آگاهی و نگرش مثبت در دانشجویان پزشکی و مامایی مشاهده شد و کمترین آن در دانشجویان فوریت‌های پزشکی و اتاق عمل. (p<0.05) میانگین آگاهی و نگرش در زنان نسبت به مردان به طور معناداری بالاتر بود (05/0 > P)، ولی تفاوت معنی‌داری بین گروه‌های سنی وجود نداشت. نگرانی‌های مرتبط با جایگزینی شغلی نیز برجسته بود. نتیجه‌گیری: اگرچه نگرش دانشجویان نسبت به هوش مصنوعی مثبت بود، سطح آگاهی مفهومی و کاربردی آنان متوسط بود. برنامه‌های آموزشی ساختارمند با تمرکز بر جنبه‌های عملی و اخلاقی هوش مصنوعی در کوریکولوم پزشکی ضروری است.   2 Introduction: Rapid advancements in artificial intelligence (AI) have brought significant transformations to healthcare systems and medical education. Medical sciences students' awareness and attitudes toward AI play a crucial role in its acceptance and effective use. This study aimed to assess the level of AI awareness and attitudes among students at Shahid Sadoughi University of Medical Sciences, Yazd, Iran, and examine related demographic factors. Method: This descriptive cross-sectional study was conducted in 2024 with 500 undergraduate and general medicine (MD) students from multiple faculties. Data were collected using a researcher-developed and standardized questionnaire covering demographics, AI-related awareness, attitudes, and concerns. Content validity was confirmed by 10 experts (CVI = 0.89), and reliability was verified (Cronbach's alpha = 0.83). Data analysis was performed with chi-square test, independent samples t-test, and ANOVA. Results: Among participants, 62% were female and 90% were under 25 years old. The highest awareness and most positive attitudes were found among medical and midwifery students, while emergency medical services and operating room students showed the lowest levels (P < 0.05). Mean awareness and attitude scores were significantly higher in females than males (P < 0.05), with no significant differences across age groups. Concerns about job displacement due to AI were also prominent. Conclusion: Although students showed positive attitudes toward AI, their conceptual and practical awareness was moderate. Integrating structured educational programs focusing on practical and ethical aspects of AI into the medical curriculum is essential.   1467 1480 2026/06/162026/02/82025/11/192025/12/16 1404/9/25 2026/06/162026/06/142026/06/42026/06/6 1405/3/16 زهرا رستگار قوی Zahra Rastegar ghavi دانشجوی کارشناسی ارشد مشاوره در مامایی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران zahrarastegar034@gmail.com نگار نجاریان Negar Najaryan کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران zahrarastegar034 امیررضا چراغی نیک Amirreza Cheraghi Nik کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران zahrarastegar034 نفیسه کاظم زاده Nafiseh Kazemzadeh کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران zahrarastegar034 آزاده اعتمادالعلما Azadeh Etemadololama کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران zahrarastegar034 امیرحسین کریمی Amirhossein Karimi کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران Amirkarimi8460@gmail.com حمید یزدانی نژاد Hamid Yazdaninejad گروه اتاق عمل و هوشبری، دانشکده پیراپزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران hyazdaninejhad@gmail.com Artificial Intelligence Awareness Attitude Medical Sciences Students Medical Education هوش مصنوعی آگاهی نگرش دانشجویان علوم پزشکی آموزش پزشکی 1. Esmali A, Ghaffari M, abdolmanafi V, gahremani S. Investigating the mediating role of emotional resilience in the relationship between positive and negative perfectionism and academic resilience with academic self-defeating behaviors in medical students. Educ Strategy Med Sci. 2025; 18(4): 15-27.##2. Mahmoodzadeh A, Javadi A, Mohammadi Y. Relationship between Studying Approaches and Academic Performance in Students of Birjand University of Medical Sciences. Res Med Edu. 2016; 8(3): 9-16.##3. Dwivedi YK, Hughes L, Ismagilova E, Aarts G, Coombs C, Crick T, et al. Artificial Intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. Int J Inf Manag. 2021; 57: 101994.##4. Ahmad MN, Abdallah SA, Abbasi SA, Abdallah AM. Student perspectives on the integration of artificial intelligence into healthcare services. Digit Health. 2023;9:20552076231174095.##5. Jiang F, Jiang Y, Zhi H, Dong Y, Li H, Ma S, et al. Artificial intelligence in healthcare: past, present and future. Stroke Vasc Neurol. 2017;2(4):230-43.##6. Teng M, Singla R, Yau O, Lamoureux D, Gupta A, Hu Z, et al. Health Care Students' Perspectives on Artificial Intelligence: Countrywide Survey in Canada. JMIR Med Educ. 2022; 8(1): e33390.##7. Amiri H, Peiravi S, Rezazadeh Shojaee SS, Rouhparvarzamin M, Nateghi MN, Etemadi MH, et al. Medical, dental, and nursing students' attitudes and knowledge towards artificial intelligence: a systematic review and meta-analysis. BMC Med Educ. 2024; 24(1): 412.##8. Grunhut J, Marques O, Wyatt ATM. Needs, Challenges, and Applications of Artificial Intelligence in Medical Education Curriculum. JMIR Med Educ. 2022; 8(2): e35587.##9. Park SH, Pinto-Powell R, Thesen T, Lindqwister A, Levy J, Chacko R, et al. Preparing healthcare leaders of the digital age with an integrative artificial intelligence curriculum: a pilot study. Med Educ Online. 2024; 29(1): 2315684.##10. Davenport T, Kalakota R. The potential for artificial intelligence in healthcare. FHJ. 2019; 6(2): 94-8.##11. Hardy M, Harvey H. Artificial intelligence in diagnostic imaging: impact on the radiography profession. Br J Radiol. 2020;93(1108):20190840.##12. Topol E. The Topol review—preparing the healthcare workforce to deliver the digital future: an independent report on behalf of the Secretary of State for Health and Social Care. 2019. HEE-Topol-Review-2019.##13. Shishehgar S, Murray-Parahi P, Alsharaydeh E, Mills S, Liu X. Artificial Intelligence in Health Education and Practice: A Systematic Review of Health Students' and Academics' Knowledge, Perceptions and Experiences. Int Nurs Rev. 2025; 72(2): e70045.##14. Chen Y, Lin Q, Chen X, Liu T, Ke Q, Yang Q, et al. Need assessment for history-taking instruction program using chatbot for nursing students: A qualitative study using focus group interviews. Digit Health. 2023;9:20552076231185435.##15. Ampofo JW, Emery CV, Ofori IN. Assessing the Level of Understanding (Knowledge) and Awareness of Diagnostic Imaging Students in Ghana on Artificial Intelligence and Its Applications in Medical Imaging. Radiol Res Pract. 2023; 2023: 4704342.##16. Labrague LJ, Aguilar-Rosales R, Yboa BC, Sabio JB, de Los Santos JA. Student nurses' attitudes, perceived utilization, and intention to adopt artificial intelligence (AI) technology in nursing practice: A cross-sectional study. Nurse Educ Pract. 2023; 73: 103815.##17. Syed W, Basil A. Al-Rawi M. Assessment of Awareness, Perceptions, and Opinions towards Artificial Intelligence among Healthcare Students in Riyadh, Saudi Arabia. Medicina [Internet]. 2023; 59(5): 828.##18. Farghaly Abdelaliem SM, Dator WLT, Sankarapandian C. The Relationship between Nursing Students' Smart Devices Addiction and Their Perception of Artificial Intelligence. Healthcare (Basel). 2022; 11(1).##19. Liaw SY, Tan JZ, Lim S, Zhou W, Yap J, Ratan R, et al. Artificial intelligence in virtual reality simulation for interprofessional communication training: Mixed method study. Nurse Educ Today. 2023; 122: 105718.##20. Rodriguez-Arrastia M, Martinez-Ortigosa A, Ruiz-Gonzalez C, Ropero-Padilla C, Roman P, Sanchez-Labraca N. Experiences and perceptions of final-year nursing students of using a chatbot in a simulated emergency situation: A qualitative study. J Nurs Manag. 2022; 30(8): 3874-84.##21. Kwak Y, Seo YH, Ahn JW. Nursing students' intent to use AI-based healthcare technology: Path analysis using the unified theory of acceptance and use of technology. Nurse Educ Today. 2022; 119: 105541.##22. Ahmer H, Altaf SB, Khan HM, Bhatti IA, Ahmad S, Shahzad S, et al. Knowledge and perception of medical students towards the use of artificial intelligence in healthcare. J Pak Med Assoc. 2023; 73(2): 448-51.##23. Laupichler MC, Aster A, Meyerheim M, Raupach T, Mergen M. Medical students' AI literacy and attitudes towards AI: a cross-sectional two-center study using pre-validated assessment instruments. BMC Med Educ. 2024; 24(1): 401.##24. Pinto Dos Santos D, Giese D, Brodehl S, Chon SH, Staab W, Kleinert R, et al. Medical students' attitude towards artificial intelligence: a multicentre survey. Eur Radiol. 2019; 29(4): 1640-6.##25. Al Hadithy ZA, Al Lawati A, Al-Zadjali R, Al Sinawi H. Knowledge, Attitudes, and Perceptions of Artificial Intelligence in Healthcare Among Medical Students at Sultan Qaboos University. Cureus. 2023;15(9):e44887.##26. Doumat G, Daher D, Ghanem N-N, Khater B. Knowledge and attitudes of medical students in Lebanon toward artificial intelligence: A national survey study. Frontiers in Artificial Intelligence. 2022; 5.##27. Chan KS, Zary N. Applications and Challenges of Implementing Artificial Intelligence in Medical Education: Integrative Review. JMIR Med Educ. 2019; 5(1): e13930.##28. Haleem A, Javaid M, Singh RP, Suman R. Telemedicine for healthcare: Capabilities, features, barriers, and applications. Sens Int. 2021; 2: 100117.##29. Paranjape K, Schinkel M, Nannan Panday R, Car J, Nanayakkara P. Introducing Artificial Intelligence Training in Medical Education. JMIR Med Educ. 2019; 5(2): e16048.##30. Sung J. Artificial intelligence in medicine: Ethical, social and legal perspectives. Ann Acad Med Singap. 2023; 52(12): 695-9.##31. van Hoek J, Huber A, Leichtle A, Härmä K, Hilt D, von Tengg-Kobligk H, et al. A survey on the future of radiology among radiologists, medical students and surgeons: Students and surgeons tend to be more skeptical about artificial intelligence and radiologists may fear that other disciplines take over. Eur J Radiol. 2019; 121: 108742.## ##

شناسایی عوامل تعیین‌کننده توجه و تمرکز دانشجویان در کلاس‌های دانشگاه علوم پزشکی لرستان: مطالعه‌ای با روش ترکیبی Identifying Determinants of Student Attention and Focus in Classes at Lorestan University of Medical Sciences: A Mixed-Methods Study 1 1 مقدمه: تمرکز دانشجویان نقش کلیدی در یادگیری و موفقیت تحصیلی دارد و شناسایی عوامل مؤثر بر آن می‌تواند به ارتقای کیفیت آموزش در دانشگاه‌ها کمک کند. در عصر فناوری‌های دیجیتال، حفظ توجه در کلاس‌های دانشگاهی، به‌ویژه در علوم پزشکی که ترکیبی از دروس نظری و عملی ارائه می‌شود، چالشی مهم است. روش بررسی: این مطالعه به روش ترکیبی کمی و کیفی در سال ۱۴۰۴ در دانشگاه علوم پزشکی لرستان انجام شد. بخش کمی شامل ۲۹۸ دانشجو بود که با پرسشنامه عوامل مؤثر بر تمرکز در کلاس، ارزیابی شدند و داده‌ها با تحلیل‌های توصیفی و مدل‌های چندمتغیره بررسی شدند. در بخش کیفی، مصاحبه‌های نیمه‌ساختاریافته با ۱۵ دانشجو به روش نمونه‌گیری هدفمند انجام شد و داده‌ها با تحلیل تماتیک کدگذاری و تم‌ها استخراج گردید. نتایج: میانگین نمره کل تمرکز در دانشجویان زن (06/11 ± 04/76) بالاتر از مردان (60/72 ± 87/11) بود (010 = P) و دانشجویان رشته پزشکی با میانگین نمرات ۱۴–۱۶ بیشترین سطح تمرکز را داشتند. به ترتیب عوامل فردی، عوامل محیطی و استاد بیشترین تأثیر را بر تمرکز داشتند. نتایج نشان داد انگیزه، علاقه‌مندی به درس، آمادگی قبلی، تعامل فعال استاد و شرایط محیطی کلاس (نور، صدا، تهویه، جایگاه صندلی) نقش مهمی در حفظ توجه دارند. نتیجه‌گیری: یافته‌ها نشان می‌دهد که برای ارتقای تمرکز و یادگیری مؤثر، باید محیط فیزیکی و دیجیتال کلاس بهینه شود، برنامه‌های آموزشی به تقویت ویژگی‌های فردی و هیجانی دانشجویان توجه کنند و روش‌های تدریس فعال و تعامل مؤثر استاد به‌کار گرفته شود.   2 Introduction: Student attention plays a key-role in learning and academic success, and identifying factors affecting it can help improve the quality of university education. In the era of digital technologies, maintaining focus in university classes—especially in medical sciences, which combine theoretical and practical courses—poses a significant challenge. Method: This mixed-methods study was conducted in 2025 at Lorestan University of Medical Sciences. The quantitative phase included 298 students who were assessed using the Questionnaire on Factors Affecting Classroom Focus, and the data were analyzed through descriptive statistics and multivariate models. In the qualitative phase, semi-structured interviews were conducted with 15 students using purposive sampling, and the data were coded and analyzed thematically. Results: The mean overall focus score was higher in female students (76.04 ± 11.06) than in male students (72.60 ± 11.87) (P = 0.010). Students in the medicine program and those with grade point averages of 14–16 reported the highest levels of focus. Individual factors had the greatest impact on focus, followed by environmental and instructor-related factors. Qualitative analysis revealed that motivation, interest in the subject, prior preparation, active instructor engagement, and classroom conditions (lighting, noise, ventilation, and seating arrangement) play important roles in maintaining attention. Conclusion: The findings indicate that to enhance student focus and effective learning, both the physical and digital classroom environments should be optimized, educational programs should address students’ individual and emotional characteristics, and active teaching methods along with effective instructor–student interaction should be implemented.   1481 1491 2026/06/162026/02/82025/11/192025/12/162025/11/22 1404/9/1 2026/06/162026/06/142026/06/42026/06/62026/06/6 1405/3/16 رضا خسروی Reza Khosravi دانشگاه علوم پزشکی لرستان ایران r3za.khosravi@gmail.com سودابه زارع Soodabeh Zare دانشگاه علوم پزشکی لرستان ایران soodabeh.zare@yahoo.com امین حسنوند Amin Hasanvand دانشگاه علوم پزشکی لرستان ایران dr.hasanvand@yahoo.com Student concentration Effective learning Individual factors Classroom environment Medical education تمرکز دانشجویان یادگیری مؤثر عوامل فردی محیط کلاس آموزش پزشکی 1. Hassan MU, Nawaz H, Faiz AUH. Revealing the effects of teachers stimulating technological inclusion on university students’ educational gains: A comparative study. Hum. & Social Sci. Rev. 2021; 9(3): 986-99.##2. Lazić Z, Đorđević A, Gazizulina A. Improvement of quality of higher education institutions as a basis for improvement of quality of life. Sustainability. 2021; 13(8): 4149.##3. Marzban A, Rahmanian V, Ayasi M, Delavari S, Barzegaran M. Ecological factors affecting student concentration in classroom: Students’ viewpoint at Hormozgan University of Medical Sciences. Journal of Medical Education and Development 2019; 14 (1): 46-55. [Persian]##4. Sharpe BT, Hale BJ. Sustaining student vigilance: The effectiveness of micro-breaks in a classroom setting. Front Psychol. 2025; 16: 1589411.##5. Bustamante-Mora A, Dieguez-Rebolledo M, Zegarra M, Escobar F, Epuyao G. Environmental conditions and their impact on student concentration and learning in university environments: A case study of education for sustainability. Sustainability. 2025; 17(3): 1071.##6. Martin F, Long S, Haywood K, Xie K. Digital distractions in education: A systematic review of research on causes, consequences and prevention strategies. Educ. Technol. Res. Dev. 2025; 7: 1-29.##7. Chai X, Yang J, Liu Y. Influential factors for medical students’ classroom concentration—evaluation with speech recognition and face recognition technology. BMC Med. Educ. 2024; 24(1): 1236.##8. Mabini ANM, Balana JDL, Payen J, Porsuelo LAL, Erasga CLE. Exploring the learning engagement and learning style among LGBTQ+ psychology students. Inter. J. of Multi. Res. and Growth Eval. (IJMRGE), 6(3), 1455-1461.##9. I R, T SM, Selvam V, M P. Factors affecting concentration and attentiveness in the classroom of a medical college in South India. Cureus. 2025; 17(6): e86028.##10. Bozkir E, Kosel C, Seidel T, Kasneci E. Automated visual attention detection using mobile eye tracking in behavioral classroom studies. arXiv 2025;2505.07552.##11. Zeng H, Huang X, Liu Y, Gu X. Exploring neural evidence of attention in classroom environments: A scoping review. Brain Sci. 2025; 15(8): 860.##12. Zangiband A, Servatyari K, Zarezadeh Y, Rahmani K, Faraji O. Factors affecting student concentration in classroom among the students in Kurdistan University of Medical Science. Iranian Journal of Medical Education. 2023; 23: 94-101. [Persian]##13. Mehralizadeh S, Ghorbani R, Zolfaghari S, Shahinfar H, Nikkhah R, Pourazizi M. Factors affecting student concentration in classroom: Medical students’ viewpoints in Semnan University of Medical Sciences. Iranian Journal of Medical Education. 2013; 13(8): 663-71. [Persian]##14. Toyinbo O. Indoor environmental quality, pupils’ health, and academic performance—a literature review. Buildings 2023; 13(9): 2172.##15. Pérez-Juárez MÁ, González-Ortega D, Aguiar-Pérez JM. Digital distractions from the point of view of higher education students. Sustainability 2023; 15(7): 6044.##16. Althalbi SM, Rajab BA. Exploring the factors affecting classroom participation in the Saudi EFL virtual learning classrooms during COVID-19 pandemic. J Educ Learn. 2024; 13(6): 32-45.##17. Martínez-Rodríguez A, Ferreira C. Factors influencing the development of emotional intelligence in university students. Eur J Psychol Educ. 2025; 40(2): 60.##18. Fasihi Harandi T, Azizzadeh Forozi M, Mohammad Alizadeh S, Ghazanfari Moghaddam Z. Effective factors on theoretical class attendance according to nursing and midwifery students' point of view Kerman Razi School of Nursing and Midwifery. Strides in Development of Medical Education. 2008; 4(2): 100-7. [Persian]##19. Saeidi S, Beigzadeh A, Bazyar H, Arabi F, Gholami R, Asakereh M, et al. Investigating effective factors on concentration in the classroom from the perspective of medical students: A cross-sectional study. Horiz Med Educ. 2024. [Persian]##20. Azmoudeh E, Dolati M, Farzadmanesh E, Khosro Abadi AA, Rakhshani MH. Survey of student views about factors affecting students attendance in classrooms in Sabzevar University of Medical Sciences Iran. Strides in Development of Medical Education. 2013; 10(2): 142-9. [Persian]## ##

بررسی وضعیت اشتیاق تحصیلی و رابطه آن با خودکارآمدی تحصیلی در دانشجویان علوم پزشکی زابل در سال 1404 Assessment of Academic Engagement and its Relationship with Academic Self-Efficacy among Medical Sciences Students at Zabol University of Medical Sciences in 2025 1 1 مقدمه: خودکارآمدی به‌عنوان اعتقاد افراد به توانایی در انجام موفقیت‌آمیز کارها است. اشتیاق تحصیلی نیز نشان‌دهنده سطح انرژی، تعهد و جذب دانشجو در فرایند یادگیری است و از مهم‌ترین پیش‌بینی کننده‌های موفقیت تحصیلی محسوب می‌شود. لذا مطالعه حاضر به بررسی وضعیت اشتیاق تحصیلی و رابطه آن با خودکارآمدی تحصیلی در دانشجویان علوم پزشکی زابل پرداخت. روش بررسی: در این مطالعه توصیفی تحلیلی، 380 دانشجوی دانشگاه علوم پزشکی زابل در سال تحصیلی 1403-1404 به‌صورت نمونه‌گیری طبقه‌ای تصادفی وارد مطالعه شدند. داده‌ها توسط پرسشنامه اشتیاق تحصیلی گونیوس و کوزو (2015) و پرسشنامه خودکارآمدی اون و فرانمن (CASES) که روایی و پایایی آن در مطالعات قبلی تائید شده بود، جمع‌آوری شد و با استفاده از آزمون‌های آماری تی مستقل، آنالیز واریانس یک‌طرفه و ضریب همبستگی پیرسون و نرم‌افزار SPSS نسخه 26 مورد تجزیه‌وتحلیل قرار گرفت. نتایج: یافته‌ها نشان دادند میانگین سنی دانشجویان 78/1 ± 16/23 سال و میانگین نمره اشتیاق و خودکارآمدی به ترتیب 72/0 ± 40/3 و 97/20 ± 88/107 بود. همچنین بین جنسیت، وضعیت تأهل، مقطع و رشته تحصیلی و وضعیت بومی یا غیربومی بودن فرد با اشتیاق رابطه معنادار آماری مشاهده نشد (05/0 > p). بر اساس نتایج، بین اشتیاق تحصیلی و خودکارآمدی همبستگی مثبت و معنی‌داری مشاهده شد (001/0> p، 840/0 =r). نتیجه‌گیری: نتایج نشان دادند میانگین نمره اشتیاق و خودکارآمدی در دانشجویان دانشگاه علوم پزشکی زابل در حد مناسب بود، با توجه به رابطه بین اشتیاق و خودکارآمدی تحصیلی، برگزاری دوره‌ها در جهت افزایش انگیزه تحصیلی پیشنهاد می‌شود.   2 Introduction: Self-efficacy is the belief of individuals in their ability to successfully complete tasks. Academic engagement indicates the level of energy, commitment, and absorption in learning and is considered one of the most important predictors of academic success. Therefore, the present study was conducted with the aim of determining the status of academic engagement and its relationship with academic self-efficacy in students of Zabol University of Medical Sciences, Iran. Method: Materials and methods: In this descriptive-analytical study, 380 students of Zabol University of Medical Sciences were enrolled in the study in the academic year 2024-2025 using random stratified sampling. Data were collected using the Gonius and Kozo (2015) Academic Engagement Questionnaire and the Owen and Froman Self-efficacy Questionnaire (CASES), whose validity and reliability had been confirmed in previous studies, and were analyzed using independent samples t-test, one-way analysis of variance, and Pearson correlation coefficient. Results: The mean age of students was 23.16 ± 1.78 years, and the mean scores of engagement and self-efficacy were 3.40 ± 0.72 and 107.88 ± 20.97, respectively. No statistically significant relationship was found between engagement and variables such as gender, marital status, academic level, field of study, or native/non-native status (P > 0.05). A significant positive correlation was observed between academic engagement and self-efficacy (r = 0.840, P < 0.001). Conclusion: The results showed that the mean scores of academic engagement and self-efficacy among Zabol University of Medical Sciences students were at a desirable level.   1492 1502 2026/06/162026/02/82025/11/192025/12/162025/11/222025/12/24 1404/10/3 2026/06/162026/06/142026/06/42026/06/62026/06/62026/04/23 1405/2/3 محسن حمیدیان Mohsen Hamidian دانشگاه علوم پزشکی زابل ایران mohsenhamidian02@gmail.com افروز مزیدی مرادی Afrooz Mazidi Moradi³ دانشگاه علوم پزشکی شیراز ایران mazidimoradi.8836@gmail.com انیس جر Anis Jor دانشگاه علوم پزشکی بیرجند، بیرجند ایران ایران anisjarsa23@yahoo.com حمید صالحی نیا Hamid Salehiniya⁶ دانشگاه علوم پزشکی بیرجند، ، بیرجند، ایران ایران alesaleh70@yahoo.com الهه اسدی بیدمشکی Elaheh Asadi Bidmeshki² دانشگاه علوم پزشکی زابل ایران asdadi elahed12@yahoo.com حنانه گزمه Hananeh Gazmeh دانشگاه علوم پزشکی زابل ایران GazmehHAN@YAHOO.COM میترا صدرخانلو Mitra Sadrkhani دانشگاه آزاد ایران MITR.SADRAKH2@YAHOO.COM مسعود عارف نژاد Masoud Arefnezhad دکترای اقتصاد سلامت دانشکده بهداشت عمومی دانشگاه علوم پزشکی زابل، زابل، ایران ایران زهرا شهابی نیا Zahra ShahabiNia دانشگاه علوم پزشکی بیرجند، ، بیرجند، ایران ایران shahabiniaz@gmail.com Self-efficacy academic engagement academic performance student خودکارآمدی اشتیاق تحصیلی عملکرد تحصیلی دانشجو 1. Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Rev Educ Res. 2004; 74(1): 59–109.##2. Salanova M, Schaufeli WB, Martínez IM, Bresó E. How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety Stress Coping. 2010; 23(1): 53–70.##3. Wang Y, Zhang W. The relationship between college students’ learning engagement and academic self-efficacy: A moderated mediation model. Front Psychol. 2024; 15: 1425172.##4. Bandura A. Self-efficacy: The exercise of control. New York: Freeman. 1997.##5. Richardson M, Abraham C, Bond R. Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychol Bull. 2012; 138(2): 353.##6. Meng Q, Zhang Q. The influence of academic self-efficacy on university students’ academic performance: The mediating effect of academic engagement. Sustainability. 2023; 15(7): 5767.##7. 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The mediating role of social relationships in the association of adolescents’ individual school self-concept and their school engagement, belonging and helplessness in school. Educ Psychol. 2015; 35(2): 137–157.##12. Barghi Irani Z, Begian Koole Marzi MJ, Moradi A, Nejati N. Confirmatory factor structure and psychometric characteristics of multidimensional student engagement scale (SES). Educ Scholastic Stud. 2020; 8(2): 113–142. [Persian]##13. Asghari F, Saadat S, Atefi Karajvandani S, Janalizadeh Kokaneh S. The relationship between academic self-efficacy and psychological well-being, family cohesion, and spiritual health among students. Iran J Med Educ. 2014; 14(7): 581. [Persian]##14. Owen SV, Froman RD. Development of a college academic self-efficacy scale. 1988.##15. Jamali M, Noroozi A, Tahmasebi R. Factors affecting academic self-efficacy and its association with academic achievement among students. Iran J Med Educ. 2013; 13(8): 629–641. [Persian]##16. Choi N. Self-efficacy and self-concept as predictors of college students' academic performance. Psychol Sch. 2005; 42: 197–205.##17. Sayadi Y, Soleimani H. The relationship between academic self-efficacy and academic enthusiasm with the mediating role of self-regulation among English language students. Res Teach. 2022; 10(1): 106–181. [Persian]##18. Eslami MA, Dortaj F, Saadipour I, Delavar A. Modeling academic motivation based on academic performance, self-esteem, and academic self-efficacy in undergraduate students. J Cogn Strateg Learn. 2018; 6: 57–75. [Persian]##19. Taheri M, Mansouri L. The effectiveness of self-efficacy training on self-esteem and academic motivation of female students with exam anxiety. Proc Nat Conf Psychol Educ Sociol Iran. 2018. [Persian]##20. Aboutalebi H. The effect of academic motivation and academic seriousness on academic achievement of primary school students. Manag Educ Perspect. 2021; 2(4): 119–134. [Persian]##21. Siddiq F, Gochyyev P, Valls O. The role of engagement and academic behavioral skills on young students’ academic performance—A validation across four countries. Stud Educ Eval. 2020; 66: 100880.##22. Cole J, Logan TK, Walker R. Social exclusion, personal control, self-regulation, and stress among substance abuse treatment clients. Drug Alcohol Depend. 2011; 113(1): 13–20.##23. Wang MT, Fredricks JA, Ye F, Hofkens TL, Linn JS. The math and science engagement scales: Scale development, validation, and psychometric properties. Learn Instr. 2016; 43: 16–26.##24. Fereidani N, Naghsh Z, Madani Y. Effectiveness of single-session therapy (SST) on students’ academic engagement and self-efficacy. Couns Psychother Cult. 2026; 17(65): 201–226. [Persian]##25. Chaleshgar Kordasiabi M, Abbasi Shavazi M, Karimi O, Hasanpoore Yolme S, Lakhi H, Nikokaran J. Happiness and self-efficacy among students of medical sciences. Tolooebehdasht. 2022; 20(6): 16–26. [Persian]##26. Chaleshgar-Kordasiabi M, Abbasi-Shavazi M, Nikookaran J. 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Comparing the effectiveness of motivational self-regulatory skills training and emotional-social skills training on academic engagement 2022. [Persian]## ##

ارتباط بین راهبردهای یادگیری با تفکر خلاق و تاب‌آوری تحصیلی در دانشجویان بالینی پزشکی دانشگاه علوم پزشکی بیرجند The relationship between learning strategies, creative thinking and academic resilience in clinical medical students of Birjand University of Medical Sciences 1 1 مقدمه: تاب‌آوری تحصیلی تحصیلی دانشجویان از جمله مسائل مهم در نظام آموزش عالی می‌باشد، که متأثر از عوامل مختلفی می‌باشد. پژوهش حاضر با هدف تعیین ارتباط راهبردهای یادگیری با تفکر خلاق و تاب‌آوری تحصیلی در دانشجویان پزشکی دانشگاه علوم پزشکی بیرجند انجام شد. روش بررسی: پژوهش حاضر از نوع توصیفی‌– تحلیلی مقطعی بود که بر روی 385 نفر از دانشجویان پزشکی(کارآموز و کارورز) دانشگاه علوم‌ پزشکی بیرجند در سال تحصیلی 1403-1402 انجام شد. نمونه‌ها به روش در دسترس انتخاب شدند. ابزار جمع‌آوری اطلاعات پرسشنامه‌های روا و پایای راهبردهای یادگیری خودتنظیمی پینتریچ و دی گروت، تفکر خلاق فیلیپ کارتر، و تاب‌آوری تحصیلی ساموئلز بود. داده‌ها با استفاده از آمار توصیفی و آزمون‌های همبستگی پیرسون و T مستقل و تحلیل واریانس از طریق نرم افزار آماری SPSS نسخه 22 مورد تجزیه و تحلیل قرار گرفت. نتایج: میانگین سنی دانشجویان(91/0±65/24) سال بود. نتایج نشان داد که میزان همبستگی بین راهبردهای یادگیری خودتنظیمی(راهبرد شناختی، راهبرد فراشناختی) با  تفکر خلاق به ترتیب118/0 و 358/0 و با تاب‌آوری تحصیلی به ترتیب 214/0 و 428/0 بود که در سطح 05/0 رابطه معنی داری وجود داشت (05/0>p). نتیجه‌گیری: نتایج این تحقیق بیانگر ارتباط بین راهبردهای یادگیری خودتنظیمی با تفکر خلاق و تاب‌آوری تحصیلی در دانشجویان بود لذا پیشنهاد می شود دوره های کوتاه مدت توانمندسازی دانشجویان پزشکی در راستای ارتقاء راهبردهای یادگیری، تاب‌آوری تحصیلی و تفکر خلاقانه توسط مراکز توسعه آموزش دانشگاه و بیمارستان ها برنامه‌ریزی شود.   2 Introduction: Students' academic resilience is one of the important issues in the higher education system, which is affected by various factors. The present study was conducted with the aim of determining the relationship between learning strategies, creative thinking and academic resilience in medical students of Birjand University of Medical Sciences, Iran. Method: The present study was a descriptive-analytical cross-sectional study that was conducted on 385 medical students (trainees and interns) of Birjand University of Medical Sciences in the academic year 2023–2024. The samples were selected by convenience sampling. The data collection tools were valid and reliable questionnaires of Pintrich and De Groot's self-regulated learning strategies, Philip Carter's creative thinking, and Samuels' academic resilience. The data were analyzed using descriptive statistics, Pearson correlation coefficient, independent t-test, and analysis of variance (ANOVA). Results: The average age of the students was (24.65 ± 0.91) years. The results showed that the correlation between self-regulated learning strategies (cognitive strategy, metacognitive strategy) and creative thinking was 0.118 and 0.358, respectively, and with academic resilience was 0.214 and 0.428, respectively, which was a significant relationship at the 0.05 level (P < 0.05). Conclusion: The results of this study indicated the relationship between self-regulated learning strategies and creative thinking and academic resilience in students. Therefore, it is suggested that short-term empowerment courses for medical students be planned by university education development centers and hospitals in order to promote learning strategies, academic resilience, and creative thinking.   1503 1513 2026/06/162026/02/82025/11/192025/12/162025/11/222025/12/242026/02/11 1404/11/22 2026/06/162026/06/142026/06/42026/06/62026/06/62026/04/232026/06/2 1405/3/12 سعید محتشم Saeid Mohtasham استادیار روانپزشکی، گروه روانپزشکی، دانشکده پزشکی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران mohtesham-s@yahoo.com زهرا ماهر بهلول خیابانی Zahra Maher Bohloul Khiabani پزشک عمومی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران maher.boh@gmail.com محمود گنجی فرد Mahmood Ganjifard دانشیار بیهوشی درد،گروه بیهوشی، دانشکده پزشکی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران یحیی محمدی Yahya Mohammadi استادیار برنامه‌ریزی درسی، مرکز مطالعات و توسعه آموزش علوم پزشکی، مرکز تحقیقات بیماری‌های قلب و عروق، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران y_mohammady_29@yahoo.com Learning strategies academic resilience creative thinking medical students راهبردهای یادگیری تاب‌آوری تحصیلی تفکر خلاق دانشجویان پزشکی 1. Esmali A, Ghaffari M, abdolmanafi V, gahremani S. Investigating the mediating role of emotional resilience in the relationship between positive and negative perfectionism and academic resilience with academic self-defeating behaviors in medical students. Educ Strategy Med Sci. 2025; 18(4): 15-27.[Persian]##2. Mahmoodzadeh A, Javadi A, Mohammadi Y. Relationship between Studying Approaches and Academic Performance in Students of Birjand University of Medical Sciences. Res Med Edu. 2016; 8(3): 9-16. [Persian]##3. Ghanbarzadeh N, Karimi Moonaghi H, Mohammadi Y. The degree of compliance of the content of the obstetrics and gynecology department educational program with the roles and duties of general practitioners. Journal of Medical Education 2025; 14: e20. [Persian]##4. Fazeli S, Esmaeili A, Mohammadi Y, Raeisoon M. Investigating the Compliance of the Curriculum Content of the Psychiatric Department of Medicine (Externship and Internship) with the Future Job Needs from the Perspective of General Practitioners. Res Med Edu. 2021; 13 (3): 72-79. [Persian]##5. Yousefvand M, Ghadampour E, Yavari H, Azadi A, Aaj A. The Modeling of Educational resiliency in Students of Lorestan University of Medical Sciences. Educational Strategy Medical Sciences 2019; 12 (1): 29-37. [Persian]##6. Ange E, Houwan W. Developing a model for educational achievement based on control, self esteem, educational wellbeing and emotional well-being. Elementary Sch J. 2017; 15(1): 118-27.##7. fatahi O, Jadidi H, Ahmadian H, moradi O. Compilation and Testing of the Relationship Model between Educational Attractiveness and School Attachment with Educational Conflict Mediation. Educational Strategy Medical Sciences 2023; 16 (2): 152-161. [Persian]##8. Zare S, zeinalipoor H, Naseri Jahromi R. Study of the relationship between self-regulated learners strategies with academic achievement. Research Medical Education. 2017; 9 (4): 57-49. [Persian]##9. Zimmerman BJ. A social cognitive view of self-regulated learning and academic learning. Journal of Educational Psychology 1989; 18 (3): 329-339.##10. Feral J, Valcke M, Schuyten G. Student model of learning and their impact on study strategies. Journal of Society for Research in Higher Education. 2009; 34 (2): 185-202.##11. Akbari, S., bigdeli, H. The Effectiveness of Self-Regulated Learning Strategies on Academic Procrastination, Cognitive Flexibility and Academic Engagement of Students Suffering from Academic Burnout. Journal of Applied Psychological Research, 2025; (12):[Persian]##12. Samimi, Z., Jahandideh, J., Askani, S. The Effectiveness of Self-Regulated Learning Strategies Training on Students' Academic Vitality And Sense of Belonging to School. Journal of Educational Psychology Studies 2025; 22(57): 275-255. [Persian]##13. Sadeghi Mahali F, Gholipour M, Ghahrani N, Rezazadeh H, Moradi S. Studying the relationship between learning styles and self-regulated learning strategies among medical students of Mazandaran University of Medical Sciences. Medicine and Cultivation, 2025; 33(2): 85-95. [Persian]##14. Panahi, M., Jahani, J., Marzoghi, R. A., Salimi, G., Forouzanfar, R. Cultivating creative thinking of clinical stage students of general medicine course using scenario writing style. Daneshvar Medicine 2024; 32(2): 73-85. [Persian]##15. Mahdavi B, Rahimi H. The Predicting of Students' Creativity and Academic Engagement based on Classroom Management Components (Study Case: Students in University of Kashan). Reserach Medical Education 2021; 13(3): 30-41. [Persian]##16. Jafari, M., Dashti, Z., Moghimi, S. M. The Role of Resilience Components and Self-regulatory Strategies in Discriminating Students’ Academic Procrasti-natorsion and Non- procrastinations. Research In Instructional Methods 2024; 2(1): 5-25. [Persian]##17. Soltaninejad, M., asiabi, M., Ahmdi, B., Tavanaiee yosefian, S. A Study of the Psychometric Properties of the Academic Resilience Inventory (ARI). Quarterly of Educational Measurement 2014; 5(15): 17-35. [Persian]##18. Yadolahifar, M. J., Mirzaee, D. The Relationship between Resilience, Coping Strategies and Learning Approaches and Academic Performance. Journal of Cognitive Strategies in Learning 2020; 8(14): 205-224. [Persian]##19. Gharib- Tazareh S, Javadipour M, Karamdoust N. Relationship between learning styles and creativity with academic self-efficacy of junior high school students. Educ Strategy Med Sci 2022; 15 (4): 330-340. [Persian]##20. Saadat S, Etemadi O, Nilforooshan P. The Relationship between Resilience and Attachment Styles with Academic. Research Medical Education 2015; 7 (4): 46-55. [Persian]##21. Kabineemoghadam, S. Entesar fomani, G. H. Hejazi, M. Assadzadeh, H. The Effectiveness of Training of Self-regulated Learning and Training Help-seeking Strategies Training to Educational Buoyancy of private Schools Procrastinating Students. New Educational Approaches 2019; 14(1): 33-48. [Persian]##22. Yousefvand, M, Mirdrikundi, F, Sepahwandi, M A, Farrokhzadian, A A. The effectiveness of teaching cognitive-metacognitive strategies on changing the level of academic resilience and referential thinking of female students. Scientific Journal of Education and Evaluation 2019; 12(45): 13-30. [Persian]##23. Yiarlmaz Kog, E., & Gök Uslu, A. A Meta-analysis study on gender differences in psychological resilience levels. Cyprus Turkish Journal of Psychiatry and Psychology. 2021; 3: 132–143.##24. Matud M, Rodríguez C, Grande J. Gender differences in creative thinking. Personality and Individual Differences. 2007; 43: 1137-47.## ##

رضایت تحصیلی دانشجویان علوم پزشکی در ایران: یک مرور روایتی Academic Satisfaction of Medical Students in Iran: A Narrative Review 1 1 مقدمه: رضایت تحصیلی یکی از مفاهیم کلیدی در حوزه آموزش عالی است. این مطالعه مروری روایی با هدف بررسی و تحلیل مقالات منتشر شده در ایران از سال ۲۰۱۶ تا ۲۰۲۶ در مورد سطح رضایت تحصیلی، عوامل تعیین‌کننده آن و پیامدهای آموزشی انجام شد. روش بررسی: این مطالعه از نوع مروری روایی بوده که مطالعات مرتبط بین سال‌های ۲۰۱۶ تا ۲۰۲۶ به صورت غیر نظام‌مند در پایگاه‌های داده مرتبط جستجو شدند. معیارهای ورود، مطالعاتی بودند که رضایت تحصیلی دانشجویان پزشکی ایران را گزارش می‌کردند. معیارهای خروج شامل مطالعات با موضوعات غیرمرتبط و مطالعاتی بود که فاقد داده‌های کمی یا کیفی در مورد رضایت بودند. داده‌های استخراج شده شامل طراحی مطالعه، حجم نمونه، ابزارهای مورد استفاده، یافته‌های کلیدی و محیط مطالعه بود. نتایج: از مجموع 329 مطالعه، نهایتا 10 مطالعه انتخاب شدند که دانشکده‌های پزشکی متنوعی را در سراسر ایران پوشش می‌دادند. سطح رضایت تحصیلی از متوسط تا نسبتاً بالا متغیر بود. کیفیت محیط آموزشی، روش‌های تدریس و تعامل استاد و دانشجو قوی‌ترین پیش‌بینی‌کننده‌های رضایت بودند. عوامل زمینه ای، از جمله سال تحصیلی و عملکرد تحصیلی نیز بر رضایت تأثیر گذاشتند. یادگیری آنلاین به دلیل تعامل محدود و چالش‌های زیرساختی با رضایت متوسطی همراه بود. نتیجه‌گیری: بهبود رضایت تحصیلی نیازمند مداخلات چندوجهی از جمله بهبود محیط‌های یادگیری بالینی، توانمندسازی اعضای هیئت علمی، گسترش آموزش آنلاین تعاملی و ارائه حمایت روانی و مشاوره تحصیلی است. ابزارهای اندازه‌گیری استاندارد و مطالعات طولی برای درک بهتر عوامل تعیین‌کننده رضایت و اطلاع‌رسانی در سیاست‌ها و رویه‌های آموزشی در دانشکده‌های پزشکی ایران توصیه می‌شود.   2 Introduction: Academic satisfaction is one of the key concepts in higher education. This narrative review was conducted to examine and analyze articles published in Iran from 2016 to 2026 regarding the level of academic satisfaction, its determinants, and educational implications. Method: This study was a narrative review in which relevant studies published between 2016 and 2026 were searched non-systematically in relevant databases. The inclusion criteria were studies that reported academic satisfaction among Iranian medical students. The exclusion criteria included studies with irrelevant topics and studies lacking quantitative or qualitative data on satisfaction. The extracted data included study design, sample size, instruments used, key findings, and study setting. Results: From a total of 329 studies, 10 studies were ultimately selected, covering various medical schools across Iran. The level of academic satisfaction ranged from moderate to relatively high. The quality of the educational environment, teaching methods, and teacher–student interaction were the strongest predictors of satisfaction. Contextual factors, including year of study and academic performance, also influenced satisfaction. Online learning was associated with moderate satisfaction due to limited interaction and infrastructural challenges. Conclusion: Improving academic satisfaction requires multifaceted interventions, including improving clinical learning environments, empowering faculty members, expanding interactive online education, and providing psychological support and academic counseling. Standardized measurement tools and longitudinal studies are recommended to better understand the determinants of satisfaction and to inform educational policies and practices in Iranian medical schools.   1514 1528 2026/06/162026/02/82025/11/192025/12/162025/11/222025/12/242026/02/112026/05/1 1405/2/11 2026/06/162026/06/142026/06/42026/06/62026/06/62026/04/232026/06/22026/06/10 1405/3/20 حدیث براتی Hadis Barati استادیار. مرکز تحقیقات ترومای جاده ای. پژوهشکده تروما، دانشگاه علوم پزشکی گیلان. رشت. ایران. ایران hbarati7@gmail.com اسحاق مرادی Eshagh Moradi مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی ارومیه، ارومیه، ایران ایران Moradi.i90@gmail.com اسماعیل فتاحی Esmaeil Fattahi استادیار. گروه آموزش بهداشت و ارتقای سلامت . دانشکده بهداشت، دانشگاه علوم پزشکی گیلان، رشت، ایران. ایران Esmaeil.fattahi1@gmail.com Academic Satisfaction Medical Students Iran رضایت تحصیلی دانشجویان علوم پزشکی ایران 1. Elliott KM, Healy MA. 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خستگی دیجیتال؛ چالشی نوین در عصر آموزش علوم پزشکی Digital Fatigue: A Novel Challenge in the Era of Medical Education 1 1 فناوری دیجیتال به بخش جدایی‌ناپذیر زندگی مدرن تبدیل شده است (1). این فناوری‌ها امکان تولید، ذخیره‌سازی، به‌اشتراک‌گذاری اطلاعات و برقراری ارتباط را فراهم کرده و در نتیجه در تمامی گروه‌های سنی و اجتماعی مورد استفاده گسترده قرار می‌گیرند (2). امروزه انجام بسیاری از فعالیت‌های روزمره و حتی تفریحی بدون بهره‌گیری از فناوری‌های دیجیتال و بسترهای اینترنتی تقریباً غیرقابل تصور است (3). استفاده افراطی از فناوری و تعامل بیش از حد با دستگاه‌هایی مانند رایانه، تلفن هوشمند و تبلت می‌تواند به پدیده نگران‌کننده‌ای به نام «خستگی دیجیتال» منجر شود (4, 5).   1529 1531 2026/06/162026/02/82025/11/192025/12/162025/11/222025/12/242026/02/112026/05/12026/05/31 1405/3/10 2026/06/162026/06/142026/06/42026/06/62026/06/62026/04/232026/06/22026/06/102026/06/10 1405/3/20 زهرا باقری امیری zahra Bagheri Amiri دانشکده پرستاری ومامایی دانشگاه علوم پزشکی گلستان ایران zahrabagheriamiri@gmail.com -- خستگی دیجیتال 1.Göldağ B. An investigation of the relationship between university students’ digital burnout levels and perceived stress levels. J Learn Teach Digit Age. 2022; 7(1): 90-8. ##2.Kuslu S, Eminoglu A. The relationship between digital burnout levels of nursing students and their professional self-efficacy. Int J Caring Sci. 2024; 17(2): 909-20. ##3.Hoehe MR, Thibaut F. Going digital: how technology use may influence human brains and behavior. Taylor & Francis. 2020: 93-7. ##4.Yglesias-Alva L, Estrada-Alva L, Lizarzaburu-Montero L, Miranda-Troncoso A, Vera-Calmet V, Aguilar-Armas H. Digital fatigue in Peruvian university students: design and validation of a multidimensional questionnaire. J Educ Soc Res. 2025; 15(3): 431. ##5.Sarangal RK, Nargotra M. Digital fatigue among students in current COVID-19 pandemic: a study of higher education. Gurukul Bus Rev. 2022; 18(1): 63-71. ## 6.Azizoglu F, Terzi B, Ozhan F, Mcs R, Uslu YD, Seven C. Investigation of digital burnout and affecting factors in university students in health sciences: a web-based descriptive and cross-sectional study. Int J Caring Sci. 2025; 18(2): 884. ##7.Zhao L, Zhao J, Cao E, Li K, Pan L, Zou Y, et al. Development and validation of a digital burnout scale in artificial intelligence era. Front Psychol. 2026; 16: (2025 issue). ##8.Choi SY, Kim JH. Validity and reliability of the Korean version of the Digital Burnout Scale. Front Public Health. 2024; 12: 1386394. ##9.Bobrytska VI, Krasylnykova HV, Protska SM, Skyrda TS, Krasylnykov SR, Chkhalo OM. Digitalisation in higher education: a systematic review of its impact on health, cognition, and social interaction. Int J Learn Teach Educ Res. 2025; 24(5): 339-59. ##10.Nayak I, Konda S, Mishra S, Mahanta A, Pradhan A, Das P. A comparative study to assess digital burnout among nursing and non-nursing students at SOA University, Bhubaneswar, India. J Datta Meghe Inst Med Sci Univ. 2025; 20(4): 763-8. ##11.Ibrahim RK, Khaled M, Almansoori M, Almazrouei M, Ashraf A, Alahmedi SH, et al. Screen time and stress: understanding how digital burnout influences health among nursing students. BMC Nurs. 2025; 24:990.## ##