Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Editorial 1 1 FA

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Systematic strategy in nursing curriculum in American, Canadian, Australian nursing and proposed way for applying it in Iranian nursing curriculum: A comparative study 2 12 FA Fatemeh Khorashadizadeh Assosiated Professor, Nursing Department, North Khorasan University of Medical Sciences, Bojnord, Iran Hosein Karimi Moonaghi Assosiated Professor, Nursing Department, Mashhad University of Medical Sciences, Mashhad, Iran. ABSTRACT Introduction: Recently, a systematic strategy has used for improving quality of nursing curriculum that traditional curriculum is not suitable for it. The aim of the present study is to identify how the systematic strategy have applied in the nursing curriculum in the US, Canada and Australia and proposed methods for applying it in Iranian nursing curriculum. Methods: This comparative study was done according to Beredy’s model: Description, interpretation, juxtaposition, and comparison. The analysis was done on the curriculum of nursing colleges in the above mentioned countries. The samples were totally 10 colleges of 3 countries: USA, Australia, and Canada selected by purposive sampling. An inclusion criterion was applied to the systematic strategy in B.A. of nursing curriculum. Data collection instrument was five stages for applying systematic strategy based on the checklist. Nursing curriculum in these countries was retrieved through their publications, books, the Internet, their web sites and electronic communication. The internal validity and external validity of the documents were reviewed. Data analysis was performed according to Bredey's model. Result: This strategy is helpful for selecting students, effective teaching and learning process and outcomes Conclusion: Considering the systematic strategy in the nursing curriculum can promote Iranian nursing curriculum.  

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Classroom management for instruction of unmotivated students 13 26 FA Shahrzad Ghiasvandian Associate Professor, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran Shokoh Varaei Assistant professor, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran Mohammad Ali Yadeghari PhD Candidate, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran Akbar Pourrahimi MSc, Faculty of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran Ali Aghajanloo PhD Candidate, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran Introduction: Motivation is essential for increasing the quality of nursing education. This study aims to review published evidence on management of classrooms for unmotivated students. Methods: An integrative review of evidence based on Broom protocol was conducted in three stages; literature search, data evaluation and data analysis. Databases of SID, Magiran, IranMedex, Irandoc, MEDLINE, EMBASE, EBSCO and CINAHL were all searched.  The searched key words were classroom management, unmotivated, students, management style in classroom and instructional skill. Of 1464 full texts and abstracts identified 43 articles were chosen based on inclusion criteria. For data analysis, data extracted from primary sources, after comparing one by one, data were integrated, ordered, categorized and summarized. Results: there are variety of challenges and solutions for classroom management to boost students' motivation, which categorized in three themes: use of modern teaching methods, improve the learning environment and improve interaction and communication. Conclusion: A new instructional strategy should be used for the improvement of classroom management to motivate unmotivated students.

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Investigation of Educational Motivation and Its Related Factors in Students of Shahrekord University of Medical Sciences 27 39 FA Ladan Naseh Academic Member of Nursing and Midwifery Faculty, Isfahan University of Medical Science, Isfahan, Iran Leila Mardanian Dehkordi Academic Member of Nursing and Midwifery Faculty, Isfahan University of Medical Science, Isfahan, Iran Hamed Naseh BSc of Nursing,, Isfahan University of Medical Science, Isfahan, Iran Introduction: Motivation is one of the most important issues affecting academic achievement. This study was designed to assess the degree of educational motivation and their related factors in students of Shahrekord University of Medical Sciences. Methods: In this in analytical cross-sectional study 261 students studying in Shahrekord University of Medical Science during 2014-2015 educational year were selected by stratified sampling. Vallerands Academic Motivation Scale (AMS-C 28) and Related Factors questionnaire was used to collect data. The questionnaire includs four parts; student welfare, faculty education and future job. Analysis of data was done by descriptive and analytical statistical tests. Result: Mean age of participants was 23.2±2.0. Most students were female (71.8 percent), single (85.9 percent) and living in dormitories (69 percent). Level of motivation in most subjects was average and had significant relation with age, sex, parents’ education level, field of study,welfare, faculty education, training centers and job future (p <0.001) . Conclusion: Students' motivation should be increased. To achieve this; learning program about motivational theory for faculty members and more attention to students welfare are recommended.  

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 The Effect of Psychology Clerkship on Empathy toward Mental Disorders in nursing students 40 50 FA Saeed Vaghee M.Sc in Psychiatric Nursing, Instructor of Psychiatric Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. Aezam salarhaji M.Sc in Psychiatric Nursing, Department of Health, Neyshabur University of Medical Sciences, Neyshabur, Iran Madoud Kashani Lotfabadi PhD student in Clinical Psychology-Mashhad University of Medical Sciences, Mashhad, Iran. Nastaran Vaghei Medical student, Faculty of Medicine, Mashhad Islamic Azad University, Mashhad Branch, Iran Reza Zarvandi 5BSc. Of Nursing, Gonabad University of Medical Sciences, Gonabad, Iran Introduction: Empathy toward patients with mental disorders is important.  This study aims to determine the effect of psychology clerkship on empathy toward patients with psychiatric disorders in nursing students. Methods: In this quasi-experimental study with pre and post-test design, those who enrolled in apprenticeship course 1 in Ibne-Sina Psychiatric Hospital of Mashhad have been selected by random cluster sampling. Jefferson nurses' empathy questionnaire was completed in three stages before the start of psyche clerkship, on the last day of psyche clerkship and one month after the psyche clerkship in order to investigate any outcome. Data analysis was carried out by variance analysis test with repeated measures. Results: The results showed that there was a significant mean change in the total empathy score before the start of psychology clerkship (97.0 ± 12.5), the last day of psychology clerkship (98.9 ±12.3) and one month after the end of psyche clerkship (100.0 ± 11.6) (p <0.005). Conclusion: psyche clerkship improves empathy toward mental disorders in nursing students.  

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Predicting academic performance through perceptions of the family atmosphere with the mediation of creative thinking 51 64 FA Mahmoud Zarejamalabadi PhD student in Educational Psychology, Islamic Azad University, Isfahan (Khorasgan Branch), Iran Ali Mehdad Department of Industrial and Organizational Psychology, Faculty of Education and Psychology, Islamic Azad University, Isfahan (Khorasgan Branch), Iran Ghoulam-reza Manshaee Department of Psychology, Faculty of Education and psychology, Islamic Azad University, Isfahan (Khorasgan), Iran Siyed-alireza Afshani Department of social science, Faculty of Social Science, Yazd University, Yazd, Iran  Introduction: Family atmosphere perceptions and creative thinking affect on academic performance. This study aimed to predict academic performance through family atmosphere perceptions with the mediation of creative thinking at the Yazd Farhangian University. Methods: This study was a correlation research using a "causal model". The population included 1,064 students of Yazd Farhangian University in academic year 2016-2017.  405 students were selected on based Morgan table using stratified random sampling model according to gender and semester. Measurement tools included Perceptions of Parents Scale (adult version) and a questionnaire of Torrance creative thinking with 60 items. The previous semester GPA was considered as the academic performance index. Questionnaires' data have been investigated in two parts: descriptive and inferential, using SPSS and AMOS and structural equation modeling approach. Result: Independent variables of family atmosphere perceptions and creative thinking explained 29 percent of the variance in academic performance. As well as the indirect effect of family atmosphere perceptions was statistically significant (p<0.001) on academic performance. Therefore, the variable of creative thinking plays a mediating role between the perceived family atmosphere and academic performance. Conclusion: Since family atmosphere perceptions as well as creative thinking have a significant effect on academic performance, the role of parents towards their children and also creative thinking training is very important. 

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Development of MOOCs Instructional Design Model Based on Connectivism Learning Theory 65 86 FA Esa rezaei Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran. smaeel Zaraii Zavaraki Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran. Javad Hatami Department of Education, Faculty of Humanities Sciences, Tarbiat Modares University, Tehran, Iran Khadije Ali Abadi Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran. Ali Delavar Department of Educational Evaluation and Measurement, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran Introduction: The aim of this study was to develop a massive open online courses instructional design models based on connectivism theory in the higher education. Method: This is a qualitative content analysis study. In order to the SPELL OUT THIS ?? MOOCs books and articles were collected and the unit of analysis was determined. A total of 189 articles and book extracts from different databases were extracted.  62 units of study were selected based on purposeful sampling and compliance with the criteria of study. Criteria for selecting papers in this study were as follows; a) experimental studies and review articles that focus on massive open online courses, b) published in the period between 2006 and 2016 and c) related to the research subject. Then the semantic units’ coding continued to reach saturation point. Finally, the main categories of sub-categories were segregated and the conceptual instructional model for MOOCs was designed based on the research findings. Results: After the coding process, the code based on the similarity or affinity with each other were classified. Finally, eight main categories and 22 sub-categories of qualitative data were extracted. The main layers of this model includes; a) philosophical and pedagogical umbrella, b)orientation, c) analysis, d) content, e) networking, f) motivation, g) demonstration, h)evaluation and i) management which is supported by the principles of connective theory. Conclusion: MOOCs instructional design model presented in this study, exist in micro and macro levels. This MOOCs design model is for higher education levels. It also has other application in different situations.  

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Comparison critical thinking skills among medical and paramedical students in Fasa University of Medical Science 87 99 FA Saeede Jafarzadeh MSc Nursing, Faculty Member of Nursing Department, Fasa university of Medical Science, Fasa, Iran Zahra Akbarzadeh Bachelor's Degree in Public Health, Department of Public Health, Fasa university of Medical Science, Fasa, Iran Farzne Mobasheri MSc. Epidemiology, Faculty Member of Medical Department, Fasa university of Medical Science, Fasa, Iran. Introduction: Critical thinking skills is essential and the ultimate goal for medical education. This study aimed to compare the critical thinking skills among medical and paramedical students in the Fasa University of Medical Science. Method: A cross- sectional analytical study was conducted on 231 medical and paramedical students in 2015. The subjects were selected using a randomized stratified method. The critical thinking of students was investigated using California B questionnaire. Data were analyzed using descriptive statistics by SPSS v. 22. Results: The mean score of critical thinking was (2.3 ± 7.11). The results showed an overall weakness of Fasa medical students in utilizing critical thinking skills. Also, the overall mean scores of critical thinking and different aspects of the skill were compared across the two groups. A significant difference was found between the two groups. Conclusion: University education should address the critical thinking skills. To achieve this universities should train their students accordingly. Decision makers should pay more attention to educational decisions and the role of cognitive styles and techniques in medical universities.  

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Serious games in medical education: Why, what and how 100 113 FA Ahmad Malekipour Ph.D. Student in Curriculum Planning, University of Tehran, Tehran, Iran Kuroush Master in Education Planning, University of Tehran, Tehran, Iran Leila Ph.D. Student in Curriculum Planning, University of Tehran, Tehran, Iran Introduction: Use of appropriate teaching-learning strategies play a unique role in improving the learning process of medical students. This research aims to investigate what, why and how serious games affect teaching methods. Methods: This review paper extracted papers published on serious game conception, medical education, serious gaming applications, universities experiences, and serious games strategies from global scientific databases including; Scopus, Science Direct, Google Scholar، and domestic scientific databasessuch as; Magiran, Noormags and  SID.  Results: Serious games have been promoted widely in medical education to challenge the users to solve their problems in teaching and learning. This method was found entertaining by learners as well as teachers and provided opportunities for development of different competencies for the learners. Conclusion: These games play an important role in obtaining the necessary competencies for learners in medical education. We recommend decision makers to introduce this method to the Iranian medical education.

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 The study of relationship between attitude to e-learning and self- regulation with academic achievement of students in Babol University of Medical Sciences 114 127 FA Mostafa Azizi shamami Assosiate Professor, Department of Education, University of Mazandaran, Babolsar, Iran. Zahra Jafari Karafestani Department of Educational Management, University of Isfahan, Isfahan, Iran. Meimanat Abedini Baltork Assosiate Professor, Department of Education, University of Mazandaran, Babolsar, Iran. Introduction: Academic achievement is one of the indicators to which the capability of students to complete their program can be judged. To anticipate students’ academic achievement, one can use their attitude toward e-learning and self-regulation. This study aims to investigate the effect of e-learning related attitude as well as self-regulation on  academic achievement of students enrolled at Babel University of Medical Sciences.  studying at.  Method: This cross sectional study investigated  321 out of 3,400 students enrolled at  Babol University of Medical Sciences using random stratified sampling method in year 2016-2017 ASK AUTHORS. To collect data, Valtonen  E-learning questionnaires and Barnard self-regulation questionnaire were used. To analyze data, Smart-PLS and SPSS were employed. Results: E-learning related attitude had a significant impact on self-regulation and academic achievements. Result also indicated that self-regulation had a significant impact on academic achievement. Concerning study variables according to the year of entry, there was a significant difference between students in attitudes and self-regulation. Students in year four and higher received higher scores than other students. There was a significant difference between students’ attitude and self-regulation in terms of admission year, that is, the scores of senior students were higher than those of other students.  Conclusion: Attitude to e-learning and self-regulation had a significant impact on the academic achievement. Students' positive attitudes to e-learning will help them to apply more self-regulation techniques during learning.

Shahid Sadoughi University of Medical Sciences, Yazd The Journal of Medical Education and Development 2251-7065 12 1 2017 9 1 Simultaneous Team-teaching Effect of Medical Physics and English Instructors on the Radiology Students EAP Acquisition 128 131 FA