70 1608-9359 Medical Education Development Center, Isfahan University of Medical Sciences 3746 E-learning Letter to editor Nematbakhsh Mehdi 1 4 2015 15 64 66 08 06 2015 08 06 2015
3729 Educational Management comprehensive health higher education plan, a model for plicy making in health higher educaion in ministry of health in Iran Pourabbasi Ata Heshmat Ramin Rajabi Fatemeh Heidarzadeh Abtin Aghai meibodi Hamid reza Ghomian Zohreh Kheiry Zahar Larijani Bagher 1 4 2015 15 61 63 25 05 2015 02 06 2015 3632 other Failure to respond as a problem in generalizing the results of research projects Khazaeii Salman Salehi nia Hamid Mohammadian Abdolah 1 4 2015 15 59 60 22 02 2015 30 05 2015 3639 other Principal component analysis or factor analysis different wording or methodological fault? Alavi Mousa 1 4 2015 15 57 58 25 02 2015 30 05 2015 3604 Educational Management General Studies, Cognitive Construction, Class Reticence Behnamfar Reza 1 4 2015 15 54 56 31 01 2015 10 03 2015 3679 Community Based Medicine Islamic spirituality in medical education: mandatory or optional? Nahardani Seyedeh zahra 1 4 2015 15 51 53 10 04 2015 30 05 2015 3505 Educational Management Factors Influencing the Willingness to Share Knowledge among Faculty Members of Shiraz University of Medical Sciences Seif MohammadHasan Sabet Maharlouei Abbas Rastegar Ahmad Talebi Saeed Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran. Email: mh_seyf@pnu. ac.ir () MSc., Department of Management, Payame Noor University, Tehran, Iran. Email: a.sabet66@yahoo.Com Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran. Email: rastegar_ahmad@yahoo.com Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran. Email: saeedtalebi@gmail.com 1 4 2015 15 41 50 18 11 2014 04 05 2015 Introduction: Given the increasing importance of knowledge sharing in gaining a competitive advantage, understanding the factors influencing knowledge sharing is an undeniable necessity. This study aimed to identify the factors affecting the willingness to share knowledge among faculty members of Shiraz University of Medical Sciences. Methods: This was an applied correlational descriptive study. The population consisted of faculty members of Shiraz University of Medical Sciences in 2014, among which 147 subjects were selected through stratified random sampling. Data collection tool was a compilation of four standardized questionnaire. Questionnaire rating was in the form of seven -point Likert scale. The collected data were analyzed using descriptive statistics tests and the correlation coefficient, path analysis and goodness of fit indices using Lisrel 8. 5. Results: Different variables influenced the willingness to share knowledge among which perceived behavioral control, attitudes toward knowledge sharing, and subjective norm had the highest to lowest correlation coefficients respectively in relation to sharing knowledge all the three variables were significant at the 0.01 level. Conclusion: Building trust in university environments can enhance knowledge sharing through individuals’ willingness and capabilities to transfer knowledge knowledge transfer is not just dependent on capabilities but more on willingness to do so. 3364 Teaching Methods Learning experience through peer education: a qualitative study Zarifnejad Gholamhosein Mazloom Seyed reza Mirhaghi Amirhosein Rajabpoor Mohammad Instructor, Department of Mental Health and Management, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. Email: Zarifnejadgh@mums.ac.ir Instructor, Evidence Based - Caring Research Center, Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. Email: Mazlomr@mums.ac.ir Phd Candidate in Nursing, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. Email: Mirhaghia@mums.ac.ir () MSc Student of Nursing, Student Research Committee, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. Email:Rajabpoorm921@mums.ac.ir MSc Student of Nursing, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran. Email:Nejatma1@mums.ac.ir 1 4 2015 15 27 40 06 08 2014 13 04 2015 Introduction: Peer education can be a useful approach in learning difficult and important courses such as physiology. Since students encounter new teacher roles and learning from classmates in this approach, they might go through new experiences which contribute to developing effective peer education. However, few studies have examined these experiences, especially in Iranian culture therefore this study aimed to explain the experiences of nursing students participating in peer education programs for physiology course. Methods: This was a qualitative content analysis study. The sample included 16 second semester undergraduate nursing students studying at Mashhad School of Nursing and Midwifery in 2013 who had earlier experienced peer education in Physiology. Participants were selected through purposive sampling then interviewed. All interviews were transcribed and analyzed. Results: Two major themes including ease of learning and educational participation were emerged from data analysis. Ease of learning consisted of four minor themes including ease of understanding, modification of methods, course norm selection, and internalization of learning. Educational participation included two minor themes namely critical consciousness and new educational horizon. Conclusion: The results of this study indicated that the need for greater attention by educational institutions and universities to student-centered teaching methods such as peer education since these methods could be a supplement to faculty members` teaching by providing a positive experience and continuous in-depth learning. 3469 Community Based Medicine The Relationship between Religiosity and Academic Achievement in Students of Tehran University of Medical Sciences Taghavinia Mansoureh Motavassel Mahmoud () PhD Student of Medical Education, Department of Medical Education, School of Medicine, Iran University of Medical Sciences. Email: Taghavinia.m@tak.iums.ac.ir Assistant professor, Department of Islamic Studies, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. Email: motavassel@tums.ac.ir 1 4 2015 15 19 26 21 10 2014 07 03 2015 Introduction: The relationship between religiosity and academic achievement of students can determine the distance between different aspects of religiosity and scientific development at university level and assist the authorities in planning to avoid a gap between the scientific and spiritual aspects of the universities. The purpose of this study was to investigate the relationship between religiosity in general and academic achievement of students in Tehran University of Medical Sciences. Methods: In this correlational study, a sample of 385 students (141 males and 244 females) in four educational levels (bachelors, Masters, MD and PhD) from among the students admitted at 2012 academic year were selected through stratified sampling )cluster and random). The data collection tool consisted of a demographic questionnaire and the 26-item Gluck-Stark`s questionnaire containing four aspects of beliefs, emotions, religious rituals, and consequences. The collected data were analyzed using descriptive statistics and Pearson correlation test. Results: Overall, no significant correlation was found between religiosity and academic achievement (p = 0.079). There was a significant positive correlation between religious rituals dimension and academic achievement (r = 0.115, p < 0.05). Conclusion: The findings of this study showed that the students were mostly weak in performing religious rituals and practice of religion. Therefore, attention has to be paid to strengthening the ritual aspect of religion. Moreover, as no positive correlation was found between religiosity and academic achievement in the four levels of education, it is important to identify other factors associated with religiosity. 3421 E-learning A Comparative Study of the Effects of Two Educational Methods, PBL and E-PBL on the Learning of Cardiology Ward Interns Vasili Arezoo Farajollahi Mehran () MSc in Educational Planning, Medical Education Research center, Isfahan University of Medical Sciences, Isfahan, Iran. Email: arezo.vasily@gmail.com Assistant Professor, Tehran Payame Noor University, Tehran, Iran. Email: farajollahim@yahoo.com 1 4 2015 15 9 18 09 09 2014 05 04 2015 Introduction: There has been a growing trend in many countries to present medical courses electronically and in the form of learner-based learning. Hence, the present study aimed to compare the effects of two educational methods, Problem-based Learning (PBL) and Electronic Problem-based Learning (E-PBL), on the learning of cardiology ward interns in 2013. Methods: This pretest-posttest quasi-experimental study was performed on 64 interns in the cardiology ward of Shariati Hospital, Isfahan in 2013-2014 academic years. The participants were divided randomly into two groups (32 in each) and matched in terms of educational progress, age, gender, and mastery of computer skills. Researcher-made questionnaires were completed before and after the intervention in order to measure knowledge, attitude, and practice. Trainings were separately presented for each group in the forms of PBL and E-PBL. Data were analyzed using independent t-test and T-square test. Results: In PBL method, mean scores of knowledge, attitude, and practice were 12.2±11.38 (out of 40), 3.2±1.8 (out of 10), and 8.1±4.25 (out of 20) respectively before trainings and 4.8±4.4, 6.5±4.31, 16.7±1.4 respectively after the intervention. As for E-PBL, mean scores were 2.21±0.5, 11.78±2.4, and 6.2±1.82 respectively before the intervention and 75.74±1.7, 8.85±0.38, and 19.2±1.2 respectively after the intervention. Findings indicated that there was a significant difference between students’ learning before and after the intervention in both methods and this difference was more significant for E-PBL (P≤0.001) than PBL. Conclusion: Given the significant difference between the scores of participants trained by means of PBL and E-PBL methods and the advantages of the electronic method, Electronic Problem-based Learning is suggested for this course for medical students. 3558 E-learning The Relationship between Information Literacy and Access to Facilities with Attitudes toward E-learning among students of Urmia University of Medical Sciences Habibi Hamdullah khodayari shouti saeed Assistant Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. Email: hamdullahhabibi@yahoo.com () MSc, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. Email: tmu90et@gmail.com 1 4 2015 15 1 8 31 12 2014 07 04 2015 Introduction: E-learning is considered as one of the most important elements of higher education in the information era. The present study aimed to investigate the relationship between information literacy and access to facilities with attitudes toward e-learning among students of Urmia University of Medical Sciences. Methods: This descriptive study was performed on 190 senior students of Urmia University of Medical Sciences in 2013. The participants were selected through cluster sampling. The data were collected through two researcher-made questionnaires. One questionnaire measured information literacy, and the other measured attitudes toward e-learning. Data were analyzed using Pearson correlation coefficient and independent t-test. Results: The findings showed a significant correlation between information literacy and attitudes toward e-learning (r=0.38) and there was a significant correlation between knowledge of computer and attitudes toward e-learning (r=0.47). Furthermore students’ access to computers (t=3.89) and internet (t=4. 89) affected their attitudes toward e-learning. Conclusion: Features such as access to computers and the internet, as well as information literacy are related to students' attitudes toward e-learning. Therefore availability of such facilities and efforts to enhance information literacy, especially for students who newly entered higher education might contribute to positive attitudes toward e-learning and implementation of new educational methods. This also paves the way for designing and moving toward implementation of e-learning system in formal educations at Urmia University of Medical Sciences.