Nahid zarifsanaiey

The present study is conducted to implement the newly developed questionnaire to assess readiness of academics for Implementation of e-learning programs.
The questionnaire was developed and its validity, and reliability was evaluated. Then a cross sectional study was conducted including 907 academics in three categories (faculties, students, and employees) of Shiraz University of Medical Sciences. Data were analyzed in SPSS-16 using descriptive and inferential statistics.
The results of the implementation of the questionnaire showed a significant relationship between e-learning knowledge and participants’ position in the university, as the professors and students had higher levels of this knowledge compared to the university employees (P<0.001). There was a significant relationship between e-learning knowledge and academic degree in the study subjects (P=0.004). Skills and attitude were also significantly related to the variables of position, academic degree, and place of residence and hours of internet use. Skills, knowledge and attitude were all related to computer and internet access and language used on the internet.

Objectives: The general objective of this research was to study the learning styles and locus of control of virtual students at Shiraz
University of Medical Sciences and its relationship with their academic attainment.
Methods: This was a descriptive study carried out during year 2017. One hundred virtual learners from Shiraz University of Medical
Sciences were randomly selected as the participants of this study. The instrument used in this study was the Kolb Learning
Style Inventory and Rotter locus of control scale (1996). Kolb Learning Style Inventory consists of 12 questions and four sections.
Vilkaksn measured the reliability of the study by using Alpha, and reported on high reliability (active examination = 0.67, abstract
understanding = 0.83 thinking observation = 0.87, objective experience = 0.82). The stability of Rotter’s questionnaire was reported
by franklin to be more than 82%. The quantitative data were analyzed using person product moment correlation, k2, analysis of
variance (ANOVA), and independent samples t test. The questionnaires were analyzed using version 20 of SPSS software and the
significance level was equal to 0.05.
Results: The results indicated that 80% of the students deployed a convergent style of learning. Also, it was found that there was
no meaningful relationship between learning styles and academic success (P = 0.61). There was no significant relationship between
locus of control and academic achievement (P = 0.51). However, the learners with internal locus of control were older than the ones
with external locus of control (P = 0.04).
Conclusions: Because of the novelty of virtual education in Iran, it demands more research to specify the degree of success gained
by this kind of educational system.

With the rapid growth of technology, computer learning has become
increasingly integrated with artificial intelligence techniques in order to
develop more personalized educational systems. These systems are
known as Intelligent Tutoring systems (ITSs). This paper focused on the
variant characteristics of ITSs developed across different educational
fields. The original studies from 2007 to 2017 were extracted from the
PubMed, ProQuest, Scopus, Google scholar, Embase, Cochrane, and Web
of Science databases. Finally, 53 papers were included in the study
based on inclusion criteria. The educational fields in the ITSs were
mainly computer sciences (37.73%). Action-condition rule-based
reasoning, data mining, and Bayesian network with 33.96%, 22.64%, and
20.75% frequency respectively, were the most frequent artificial
intelligent techniques applied in the ITSs. These techniques enable ITSs
to deliver adaptive guidance and instruction, evaluate learners, define
and update the learner’s model, and classify or cluster learners.
Specifically, the performance of the system, learner’s performance, and
experiences were used for evaluation of ITSs. Most ITSs were designed
for web user interfaces. Although these systems could facilitate
reasoning in the learning process, these systems have rarely been
applied in experimental courses including problem-solving, decisionmaking
in physics, chemistry, and clinical fields. Due to the important
role of a cell phone in facilitating personalized learning and given the
low rate of using mobile-based ITSs, this study has recommended the
development and evaluation of mobile-based ITSs.

Introduction Higher education system as a dynamic, intelligent and purposeful system which faces the new challenges includes two quantitative and qualitative dimensions. Sustainable development of this system requires harmonic and balanced growth of both quantitative and qualitative dimensions’ parallel to each other. Quantitative development of Higher Education System without considering qualitative development will be associated with consequences such as; academic failure, academic affiliation, brain drain and lack of knowledge production. Material and Method This study was a descriptive survey conducted on 250 medical students of Shiraz University of Medical Sciences. Data collection was performed using SERVQUAL questionnaire. Face and content validity of the questionnaire was evaluated using comments of university teachers, and its reliability evaluated using Cronbach's alpha coefficient for perceptions (95%), and expectations (94%). Finally, data were analyzed using SPSS software. Results The results showed that learner's expectations in all dimensions and questions were higher than what was available. The highest and lowest mean score-negative gap, was related to empathy (-1.18) and confidence (-0.96). Moreover, no significant difference was observed in the overall mean score in gender gap. In some aspects, PhD & Nursing students had more expectations of the quality of educational services. Conclusion Existential philosophy of each organization is to provide appropriate services to the client. Therefore, it is necessary to use students' opinions as the main clients of the university. Hence, university can find its status and validity with increased quality of services.

Classical Test Theory (CTT) and Item Response Theory (IRT) are two competing theory in measurement field. Superiority of invariance property of item difficulty parameter in item response theory to classical test theory was proved theoretically. This qualitative empirical study is designed to answer how invariant the item difficulty parameter derived from each measurement theory across different samples? Material and Method The present study empirically examined, using norm-referenced large scale data of 39th comprehensive Pre-training examination of medical students of IRAN with 2075 examinee to show invariance property of the item difficulty parameter under the two competing measurement theory. Winestep version 3.71 and SPSS version 17 softwares were used for item analysis in two models. Joint maximum likelihood procedure with Expectation Maximization was applied in this study. Results The findings indicated that the degree of invariance of the item difficulty parameter across different samples, usually considered as the theoretical superiority IRT models, also appeared to be similar for the two measurement frameworks. Discussion The findings suggest that across samples the degree of invariance of the CTT item difficulty index was very similar with IRT item difficulty estimates.

Across the various study programs, portfolios serve many functions and purposes. A customizable electronic portfolio (e-portfolio) that facilitates sharing different parts of e-portfolio and provides across-referencing capabilities was developed at the Shiraz University of Medical Sciences (SUMS) in 2015. This paper describes the design of the e-portfolio and its effects on the learning outcomes and attitude of the students towards evaluation by e-portfolio. Material and Method This was a single-group quasi-experimental study with pretest-post-test. The sample size was 33 students of the postgraduate Medical students. A pretest was done to evaluate the students’ knowledge level. The students were evaluated for two months during the semester by the electronic portfolio. At the end of the semester, post-test was performed and their attitudes toward the evaluation by electronic portfolio were assessed. Validation of the electronic portfolio was assessed by 10 experts on technical, functional and educational criteria’s by a questionnaire. Responses from the experts indicated that the quality of electronic portfolio was acceptable. The obtained results of analysis of pair t-test revealed that the post-test scores were significantly more than the pretest (p=0.027). Results showed that the student's had a positive attitude towards evaluation through electronic portfolio. There was no significant linear relationship between the level of knowledge and attitude of research samples. The correlation between the students’ reflection on learning and post-test scores was significant, but in other areas (pre-test and attitude), there were no significant correlation (p<0.001). Conclusion Use of e-portfolio can have a significant impact in improving the education system and e-learning courses

With the rapid growth of technology, computer learning has become increasingly integrated with artificial intelligence techniques in order to develop more personalized educational systems. These systems are known as Intelligent Tutoring systems (ITSs). This paper focused on the variant characteristics of ITSs developed across different educational fields. The original studies from 2007 to 2017 were extracted from the PubMed, ProQuest, Scopus, Google scholar, Embase, Cochrane, and Web of Science databases. Finally, 53 papers were included in the study based on inclusion criteria. The educational fields in the ITSs were mainly computer sciences (37.73%). Action-condition rule-based reasoning, data mining, and Bayesian network with 33.96%, 22.64%, and 20.75% frequency respectively, were the most frequent artificial intelligent techniques applied in the ITSs. These techniques enable ITSs to deliver adaptive guidance and instruction, evaluate learners, define and update the learner's model, and classify or cluster learners. Specifically, the performance of the system, learner's performance, and experiences were used for evaluation of ITSs. Most ITSs were designed for web user interfaces. Although these systems could facilitate reasoning in the learning process, these systems have rarely been applied in experimental courses including problem-solving, decision-making in physics, chemistry, and clinical fields. Due to the important role of a cell phone in facilitating personalized learning and given the low rate of using mobile-based ITSs, this study has recommended the development and evaluation of mobile-based ITSs. ARTICLE HISTORY

Judgment on clinical solemn occasions, decision making to maintain the vitality in complex problems and thinking in difficult situations requires critical thinking in the health field. Creating a standard framework of information literacy can be a foundation for critical thinking and independent learning that creates a balance between the capacity of curiosity, creativity and judgment in students. In this study, we measured the standards of information literacy, critical thinking skills, as well as examine the relationship between these standards and skills among students of medical sciences in Ardebil in different fields and years of study. This survey took place on a sample of 400 people from 13 different fields and from different entrances using two standard tests and information literacy questionnaire. Survey results show that students don't have enough ability and skill in all five standards of information literacy and critical thinking skills and the scores of students in these variables is far from desired. The total score of students in information literacy is 45.43 from 87 (52.22%) and the total score of students in critical thinking is 11.73 from 34 (34.5%). It was also found that there is a positive and significant correlation between information literacy and critical thinking (P<.005 , r=.468).Students' poor score in critical thinking skills and information literacy standards, poor change of these skills during study time and the importance of these two issues in clinical decision making and improving the level of clinical skills, shows the importance of paying more attention to this issue in the health field and make changes and doing activities to improve them in the programs of health ministry.

Introduction: Technological advancement and new discoveries in science has made it practically impossible to deny the need for revolutions in the process of conducting training activities. E-learning is a method of facilitating and promoting learning through the use of information and communication technology tools. The aim of this study is to compare the knowledge of general practitioners participating in addiction detoxification continuous training program employing electronic (offline) and in-person training. Method: This quasi-experimental study was conducted in 2013 in Fars Province, Iran by psychiatrists who participated in the addiction detoxification continuous training program. A total of 118 samples were randomly divided into two equal groups of 59 subjects after completion of the pre-test questionnaire. The in-person retraining method was employed in one group while the electronic learning method was employed in the other group. A posttest was administered after the training. Data was collected with the aid of a written test; the validity and reliability of the questions were determined by 5 members of the medical faculty and Cronbach's alpha of 85%, respectively. Statistical analysis of data was carried out using SPSS (ver.16), t-test and Levene's test. Results: The results revealed that there was a significant difference between the pretest and posttest scores, and the posttest scores obtained in the e-learning group were significantly higher than the pretest scores (p <0.01). Conclusion: E-learning method can be employed as an alternative or complement to traditional training in the retraining of practitioners. This method makes it possible for instructors to benefit from several training strategies and foster active learning in students.

Introduction: E-learning as one of the new methods of learning makes it possible to achieve skills at higher levels without time and space constraints. The purpose of this research was to compare the effect of case-based learning in two ways of personal and off-line (forum) E-learning on the knowledge and attitudes of undergraduate medical students of Shiraz University of Medical Sciences. Methods: This is a semi-experimental research, which was conducted on 44 dental students in the academic year of 2014. Sampling was a block randomizing. Both groups were given written exams before and after teaching in order to evaluate the participants' awareness and knowledge of the content, the satisfaction level and attitudes of both groups were questioned by the application of an exam following the Likert scale format of 1-5. In this study, a paired samples t-test was used for comparing students' pretest and posttest scores in each group, and an independent samples t-test was run for comparing the changes in scores, students' attitudes, and satisfaction in both groups. In case of derivation from the normal distribution hypothesis, non-parametric equivalents were used in these tests. The acceptable significant level was α=0.05. Results: The mean score of primary awareness in both groups of personal and E-learning was statistically the same (p=0.647). A significant increase was observed in the awareness level of people after the application of learning (p<0.001). The awareness of people in personal and E-learning groups before learning (median=2) was significantly increased compared to that after learning (personal: median=5 and electronic: median=6). The increase of awareness in personal and E-learning groups was statistically the same (p=0.216). Generally, the increase of awareness level was similar in women and men (p=0.822). There was not a significant relationship between people's attitude with the learning method and age of the participants. Conclusion: Given that the learning and attitudes of students in off-line (forum) E-learning and personal learning was the same, and regarding the effectiveness of E-learning in time reduction and saving of costs and educational facilities, this new method can be used as a part of learning activities in medical learning program.

A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies) Abstract Background: There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods. The integration of the two active learning techniques will improve the effectiveness of training programs. The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and critical thinking ability of nursing students. Methods: The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. After training students through simulation and integrated education (simulation and critical thinking strategies), the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations, respectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be between 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by using Split Half method (the correlation between odd and even stations), the reliability of the test was approved with correlation coefficient of 0.66. Data were analyzed using t-test and Mann–Whitney test. A significance level of 0.05 was considered to be statistically significant.

A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies) Abstract Background: There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods. The integration of the two active learning techniques will improve the effectiveness of training programs. The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and critical thinking ability of nursing students. Methods: The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. After training students through simulation and integrated education (simulation and critical thinking strategies), the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations, respectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be between 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by using Split Half method (the correlation between odd and even stations), the reliability of the test was approved with correlation coefficient of 0.66. Data were analyzed using t-test and Mann–Whitney test. A significance level of 0.05 was considered to be statistically significant.

B ackground: E-learning in a manner to facilitate and promote learning by helping ICT based tools. The main objective of this study Comparison of knowledge and satisfaction of general practitioners participating in diabetes training courses by eLearning (offline) and the traditional education. Material & Methods: This quasi-experimental research was performed on general practitioners who had participated in Diabetes continuous medical education (CME). All research cases (74 cases), after filling pre-test questionnaire randomly divided into two groups: one group of traditional practices and retraining in another group of e-learning methods were used. 2-4 weeks later, they filled a posttest questionnaire. The data gathering tool was the questionnaire which completed by the research samples. Results: There was a significant correlation between pretest and posttest scores and the posttest scores were significantly more than the pretest ones in eLearning group (P&lt;0.001). There was a s...

The present research aims at presenting a conceptual model for effective distance learning in higher education. Findings of this research shows that an understanding of the technological capabilities and learning theories especially constructive theory and independent ...

Education at the university level is obviously stressful. The general aim of this paper is to study the correlation between
stressful areas and students' academic progression at the Shiraz University of Medical Sciences. This is a cross-sectional
research study. Three hundred and fifteen nursing and medical students were chosen by stratified random sampling. This data
was collected via a questionnaire, which included demographics, stressors at educational, clinical and personal areas and
supportive sources while the subjects cope with stress. To determine validity of the questionnaire, content and constructive
validity were used. The reliability of the questionnaire was estimated by using Cranach's in educational (93%), clinical
(85%) and personal (90%) areas. The statistical method which was applied in this study included inferential and descriptive
analysis. Results included that most students presented mild stress in educational, clinical and personal areas, although it was
more noticeable in clinical area. The level of stress decreased in educational and clinical areas with increasing age and it
reached the height in these areas in the subjects under the age of 20 (P= 0.003). There was more stress in females than males
in educational and clinical areas (P= 0.003). There was more stress in the students of nursing than students of medicine in
clinical area (P= 0.04). The level of stress in the subjects who were satisfied with their academic course was lower than
subjects who were dissatisfied in clinical area. (p=0.004). There was no significant correlation between academic progression
and level of stress at educational, personal and clinical areas. Supportive source were mostly parents, the performance of
religious duties and the means to find peace, friends and classmates, brothers and sisters, counsellors, and relatives. The
results also indicated that some of the students did not seek help during stress and remained speechless. Considering the fact
that most of the subjects presented stress in clinical area, the sources of stress in students, particularly stress caused by
educational and clinical areas, must be evaluated carefully. On the other hand, it is necessary to teach students how to reduce
and cope with stress.

Introduction: E-learning as one of the new methods of learning makes it possible to achieve skills at higher levels without time and space constraints. The purpose of this research was to compare the effect of case-based learning in two ways of personal and off-line (forum) E-learning on the knowledge and attitudes of undergraduate medical students of Shiraz University of Medical Sciences.
Methods: This is a semi-experimental research, which was conducted on 44 dental students in the academic year of 2014. Sampling was a block randomizing. Both groups were given written exams before and after teaching in order to evaluate the participants’ awareness and knowledge of the content, the satisfaction level and attitudes of both groups were questioned by the application of an exam following the Likert scale format of 1-5. In this study, a paired samples t-test was used for comparing students’ pretest and posttest scores in each group, and an independent samples t-test was run for comparing the changes in scores, students’ attitudes, and satisfaction in both groups. In case of derivation from the normal distribution hypothesis, non-parametric equivalents were used in these tests. The acceptable significant level was α=0.05.
Results: The mean score of primary awareness in both groups of personal and E-learning was statistically the same (p=0.647). A significant increase was observed in the awareness level of people after the application of learning (p<0.001). The awareness of people in personal and E-learning groups before learning (median=2) was significantly increased compared to that after learning (personal: median=5 and electronic: median=6). The increase of awareness in personal and E-learning groups was statistically the same (p=0.216). Generally, the increase of awareness level was similar in women and men (p=0.822). There was not a significant relationship between people’s attitude with the learning method and age of the participants. 
Conclusion: Given that the learning and attitudes of students in off-line (forum) E-learning and personal learning was the same, and regarding the effectiveness of E-learning in time reduction and saving of costs and educational facilities, this new method can be used as a part of learning activities in medical learning program.

Introduction: Assessment and prioritization are the first steps
of planning. According to the family physician’s idea, evaluating
programs in order to improve them is one of the necessities of
promoting quality and increases the efficiency and effectiveness
of continuing education. This study aimed to determine
family physicians’ educational needs regarding health and its
applicability in continuous medical education in Fasa University
of Medical Sciences.
Methods: In this cross-sectional study, viewpoints of 45 general
physicians working at Fasa University of Medical Sciences in
2013 were studied. Samples were selected through census. Data
collection was done using a researcher-made questionnaire using
10-point Likert scale and a checklist with Delphi technique.
Content validity of the questionnaire and its reliability were
confirmed by the experts’ opinion and Cronbach’s alpha of 80%.
The data were analyzed through SPSS software version 16, using
both descriptive and inferential statistics (mean and standard
deviation, standard score (SQ), t-test, ANOVAs). A significance
level of <0.05 was considered.
Results: The highest educational priority was in the field of
mental health (SQ=0.38), and environmental and professional
health was the lowest priority (SQ=_0.24). Additionally, within
each of the areas above specific priorities were determined. Based
on the results of this study, gender, graduation date, cooperation
time, and university they were educated in did not affect
expressing educational needs (p>0.05). The most educational
conformity with continuing education was in the diseases area
(topic 27%, content 37%). In the areas of environmental and
professional health and health education, compliance was zero.
Conclusions: The physicians stated that mental health was the
first educational need and environmental and professional health
was the last one. According to the results, proper continuing
medical programs should be coordinated with educational needs.