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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2014 6 1 Student , Educational achievement , self-esteem, emotional intelligence SH Alizadeh A Namazi anamazi55@yahoo.com S kochakzadeh Talami   Introduction : Self-esteem is considered as a major psychological and effective in health and quality of life. On the other hand, the use of emotion in education and social learning programs is inevitable. This study was conducted to investigate the relationship between the three components of self-esteem, emotional intelligence and academic achievement together on midwifery students .   Methods: This descriptive cross-sectional study was conducted on all midwifery students who are studying at Islamic Azad University of Rasht in the second semester of academic year 2012-2013 . The information was gathered through questionnaire which has three parts : personal information, Shring emotional intelligence Questionnaire and Cooper smith Self-Esteem Inventory .The data was analyzed by SPSS software using descriptive and analytical statistics.   Result: In this study, the mean score of self-esteem and emotional intelligence among students was 32 . 49±4 . 45 and 50.53 ± 14.29 , respectively. 92 . 8% of the subjects had high levels of self-esteem. There was not significant relationship between self-esteem level , score of emotional intelligence and score of academic achievement . Also, there was not significant relationship between self-esteem level and score of emotional intelligence among midwifery students .   Conclusion: Considering the findings maenad moderate emotional intelligence in students. And since people with high emotional intelligence can reasonably balance between emotion and intellect to create a strong self-esteem at the same time so it is recommended to lectures or workshops will be held to promote emotional intelligence in college students    Student Educational achievement self-esteem emotional intelligence 2014 3 01 1 9 http://rme.gums.ac.ir/article-1-197-en.pdf 10.18869/acadpub.rme.6.1.1
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2014 6 1 Relationship Between Self- Efficacy and Self- Actualization with Coping Strategies Among Students F Hosseini Dowlatabadi fhosseinyy@yahoo.com A Sadeghi S Saadat H Khodayari   Introduction: Coping strategies consider as cognitive and behavioral attempts, people use in stressful situation to prevent, manage, and reduce stress. The aim of this study was to examine the relationship between self- efficacy, self- actualization and coping strategies among students at University of Guilan.   Methods: This is a descriptive-analytic and correlational research. To do this study, 200 students were selected from Humanities Faculty University of Guilan through a cluster random sampling method in the 2013-2014. To collect data, Jones and Crandall Self-Actualization Questionnaires, Schwartz and Jerusalem Self-efficacy Questionnaire and short form of Coping Inventory for Stressful Situations, that have acceptable reliability and validity were used. Data were analyzed by Pearson correlation test and regression through SPSS software.   Results: Research findings suggested that there were significant positive relationship (P<0.01) between self- efficacy (r= 0.42), self- actualization (r= 0.35) and problem-oriented coping strategy. There were significant negative relationship (P<0.01) between self- efficacy (r= -0.21) , self- actualization (r= -0.28) and emotion-oriented coping strategy. Also no significant relationship between avoidance- oriented coping strategy and self- efficacy (r= 0.09), self- actualization (r= 0.07) were found.   Conclusion: The results of present study support the importance of self-efficacy beliefs and self- actualization in problem-focused coping strategies among students.    self- efficacy self- actualization coping strategies students 2014 3 01 10 18 http://rme.gums.ac.ir/article-1-198-en.pdf 10.18869/acadpub.rme.6.1.10
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2014 6 1 Comparison of Health Workers Learning Styles Based on Vark And Kolbs‌’ Questionnaires and Their Relationship With Educational Achievement M Ahmadi A Allami allami9@yahoo.com   Introduction: Learning styles are approaches in learning process that they were used to organize information and new experiences in learners’ mind. This study compared the learning styles of health workers using two different questionnaires and assess their relationship with academic achievement in 2013.   Methods: In this cross - sectional study, 169 health workers that were selected by census method and answered to standard questionnaires Vark and Kolb were paticipated. Overall GPA and final GPA courses before starting specific courses (Behvarzi) were considered as indicators of academic achievement. For analysing data, descriptive and analytic statistics including 𝒳 2 test, pearson correlation and ANOVA were used. p < 0.05 was considered as statistically significant.   Results: According to Kolb and Vark questionnaire respectively, the majority of health workers of both sexes use divergent and read – write style. Between gender, age , work experience and achievement were no significant relationship with Vark and Kolb's learning styles. No significant relationships between two learning styles methods were found.   Conclusion:Assessing Vark and Kolb's learning styles don’t have the same results, maybe using two styles provide more preicse reults on learning characteristics of learners. Majority of health workers (both sexes) use diverging and reading - writing learning styles and visual learning style were used less frequently.   Learning Vark Kolb Health Personnel educational achievenment 2014 3 01 19 28 http://rme.gums.ac.ir/article-1-195-en.pdf 10.18869/acadpub.rme.6.1.19
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2014 6 1 Assessing Learning Styles of Students in Guilan University of Medical Sciences, 2013 F Nasirzadeh A Heidarzadeh abtinh@gmail.com M Shirazi R Farmanbar A Monfared   Introduction: Education and learning has always been a two-sides process and learning styles as habits of processing persons’ received information, are effective factors in learning. Teachers and education planners attention at different levels to learning styles will lead to facilitate education and learning process. This study aimed to determine the relationship between learning styles of medical students in Guilan University of Medical Sciences at various levels of academic achievement.   Methods: This is a descriptive- cross sectional study. The study population consisted students of Guilan University of Medical Sciences in different fields. Random stratified sampling was conducted in 407 students, and demographic information questionnaire and the Kolb learning style inventory were used in order to collect information that their reliability and validity had already been approved. After collecting data, they were analyzed using Stata software and descriptive and analytic statistics (chi-square test and ANOVA).   Results: The study findings showed that the average age of students was 22.71±3.62 years. Learning style of most students is converged (50.4%), and then the assimilator (19.9%), accommodator (19.4%) and divergent (10.3%) respectivety. Converging learning style in medical students was significantly higher than in other disciplines. The relationship between students' learning styles and their educational levels were nearly significant ( P =0.06).   Conclusion:. Learning styles in students based on situation and educational levels will be variant, as a result attention and concern on it in teaching methods could be improved the learning of learners. learning style students education 2014 3 01 29 39 http://rme.gums.ac.ir/article-1-199-en.pdf 10.18869/acadpub.rme.6.1.29
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2014 6 1 Modeling the Relations between Cultural Intelligence and Clinical Governance: Perspective of Nurses of Public hospitals in Kermanshah A R Ghalehei M Shohoudi m_shohoudi@yahoo.com   Introduction: Clinical Governance appeared as a new approach in the establishment of a system of quality improvement in health care management that identifying the effective factors with them in order to effective implementation is essential. In this way cultural intelligence as a dependent variable refers to ability of meeting with people of other culture. In this regard the present study has been conducted with the aim of modeling relations between cultural intelligence and clinical governance among Nurses of public hospitals in Kermanshah.   Methods: This is a descriptive-correlative study. Population consisted of all Nurses working in two public hospitals in Kermanshah (386persons) and a sample of 137 persons were selected, using simple random sampling. For gathering data two questionnaires namely Clinical Governance (Mirkamali et al, 2013) and Cultural Intelligence (Lugo, 2007) that their validity and reliability were confirmed used. The structural equation modeling was used for analyzing data.   Results: The results showed that there is a significant relationship between cultural intelligence and clinical governance of nurses with standard coefficient (0.66), t (5.92) and sig (0.01). Also among demographic variables such as sexuality, age, background, the single or marriage with cultural intelligence and clinical Governance there is not seen any relation.    Conclusion: Considering the fact that cultural intelligence is one of the affective variables on clinical Governance, so it will be expected that health care management system with a focus on cultural intelligence would be take some strong steps for improving the establishment and effectiveness of clinical governance because, in base of research findings, nurses with high cultural intelligence have a worthwhile figure at effectiveness of clinical governance procedure.    Culture Clinical Governance Nurses. 2014 3 01 40 49 http://rme.gums.ac.ir/article-1-200-en.pdf 10.18869/acadpub.rme.6.1.40
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2014 6 1 Quality of Educational Services from ViewPoint\'s of Nursing and Midwifery Students of Guilan University Based on Servqual Model M Jafari Asl M M Chehrzed chehrzad@gums.ac.ir S Z 3Shafipour A Ghanbari   Introduction: Evaluating educational services quality is essential for improving quality and use of students viewpoint as customers of training process can help to improve the quality of education SERVQUAL is a model that measure the quality by comparing expectations and perceptions of students' views of recipients of services to identify gaps in services and to measure service quality are explored. This study aimed to determine the quality of educational services from point of view points of nursing and midwifery students of Guilan University of medical science based on Servqual model .   Methods: In this cross sectional study, 336 Students from Rasht Nursing and Midwifery faculty was sampled on census method . The data collection tool was a questionnaire that evaluate the quality of education based on SERVQUAL gap analysis model. This tool compare students' perceptions and expectations of the quality of education on five domain: reliability, responsibility, confidence, assurance, empathy and tangible physical. Validity and reliability of the tool was confirmed by content validity and Kronbach alph and test-retest respectively. To analyze the data, SPSS software, descriptive and inferential tests were used.   Results: The findings showed that between students' perceptions and expectations about quality of educational services in every five dimensions of service reliability, accountability, and ensure trust, empathy and physical and tangible services , had gap , As highest level was responsibility domain ( 95.5 ± 53.2- ) and the lowest was ensure and reliability ( 62.5 ± 29.0- ) .   Conclusion: Students' expectations about the quality of education was higher than their perceptions and quality of education base on servqual model was unsuitable. To improve the quality of education in all aspects particularly in responsibility domain should be planned . educational measurement education nursing students 2014 3 01 50 58 http://rme.gums.ac.ir/article-1-210-en.pdf 10.18869/acadpub.rme.6.1.50
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2014 6 1 Role modeling and Mentor in Nursing Education H Karimi Moonaghi H Yazdi Moghaddam Ha_yazdimoghaddam@yahoo.com   Introduction: Role modeling is the essence of teacing and an effective teaching method in medical education, particularly in nursing education . Role modeling and mentoring in teaching and learning are two very useful strategies in clinical education, have key role. Therefore, the introduction of new teaching methods and use them as discipline to achieve maximum efficiency in medical knowledge seems necessary. This study is an overview of the role modleling and mentoring in nursing and particularly its application in nursing education has been done.   Methods: Details of this study was to review and summarize the review of relevant literature and through targeted searches of library and electronic resources in the database ScienceDirect, PubMed,Google Scholar, SID, IranMedex, Magiran with keywords, role-modeling, Mentor, Mentoring and nursing education in Persian and English separately and in combination were obtained and related articles of the present study were examined . Papers from 1990 to 2014 were studied. Papers were initially about 80 to about 50 articles from the literature related to the present study were reviewed.   Result: In this review article Angles, Characteristics, differences and different dimensions of two educational programs Mentoring and role modeling was expressed and Important aspect of education, clinical, knowledge, with emphasis on nursing profession from the perspective of different studies was examined.   Role modeling has impact in theoretical instruction also, it is used in the clinical setting. Role modeling in education cause promoting in professional job of students and an acceptable strategy for transforming attitudes and professional behaviors of nursing students. in contrast, Mentoring is an active process and many faculty members have active responsibility to serve as the Mentor in clinical education.   Conclusion: Mentoring in nursing is a process that fills the gap between education and the real world of work. Role modeling as an appropriate and reflective learning strategies. Both of these programs have a valuable role in nurse job satisfaction. Therefore, knowledge of educational approaches and factors that may affect it, is important for instructional designers and instructors. role modeling play role mentoring nursing education 2014 3 01 59 71 http://rme.gums.ac.ir/article-1-201-en.pdf 10.18869/acadpub.rme.6.1.59
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2014 6 1 Medical Students Viewpoints about the Quality of Education in Department of Dermatology, Guilan University of Medical Sciences N Alizadeh SH Bagheri Mosannan A Darjani H Abdi Introduction: Since the purpose of clinical education is to provide opportunities for students to connect theoretical knowledge to practical realities promotion of its quality can lead to train satisfactory students in different clinical fields. This study has been done in order to assessing the medical students viewpoints about the quality of education in department of dermatology in a hospital in northern of Iran. Methods: This is a descriptive cross-sectional study conducting on 198 medical students in 2010-2012. First we defined purpose of the research to all of the medical students involving at the department of dermatology. Data had been gathered through Questionnaire in the form of five choices Likert about education quality in the department of Dermatology including fruitfulness of the theoretical classes, the responsiveness of professors and residents to educational requirements, the appropriateness of the final exam and educational conditions. The validity and reliability determined by content validity and alpha kronbach(0.85) respectively. Finally data were analyzed using independent t-test, ANOVAand SPSS soft ware version 16. Results: of 198, 189 questionnaires were appreciable included 40 interns and 149 externs. The mean of answers to each of questions were above 3. Generally, the mean of questions about the quality of education was 3.31 and the mean assessment of educational conditions was 3.47.The results showed that there was significant difference between interns and externs about time period in department) p=0.001). Conclusion: Totally, quality of education of dermatology department in Razi Hospital was favorable (above 3). The time period of interns’ presence was assessed short. educational requirements educational status medical students Department of Dermatology 2014 3 01 72 77 http://rme.gums.ac.ir/article-1-194-en.pdf 10.18869/acadpub.rme.6.1.72