Showing 6 results for Aliabadi
Abasali Ramezani, Obeidollah Faraji, Ali Aliabadi, ,
Volume 11, Issue 5 (12-2011)
Abstract
Azim Mirzazadeh, Mahdi Aminian, Maryam Alizadeh, Erfan Sahebozamani, Shima Sabzi Aliabadi,
Volume 18, Issue 0 (4-2018)
Abstract
Introduction: One of the challenges of medical education is students’ absence from the classrooms. This study was conducted to determine the factors affecting class absenteeism from the viewpoint of faculty members and students, and to compare their views on the effect of class attendance on students’ achievement, faculty members’ motivation and class attendance as a criterion of professionalism.
Methods: This mixed method study was conducted in 2015-2017 at the faculty of medicine of Tehran University of Medical Sciences. Participants were students and faculty members of basic sciences of the faculty of medicine at the time of the study. Purposive sampling and convenience sampling were used for developing the instrument and for analyzing the views respectively. Two valid and reliable researcher-made instruments were used. Data were analyzed using descriptive statistics and independent t-test.
Results: From the viewpoint of faculty members and students, the most important factor affecting student attendance was faculty members’ scientific expertise, their mastery of the content and power of expression. There was a statistically significant difference between the views of students and faculty members (T = -2.34, P = 0.02) in the effect of class attendance on academic achievement. The faculty members believed that class attendance was a criterion of student professionalism, while students were less likely to agree with this criterion (T = -6.21, P = 0.001).
Conclusion: The most important factor affecting student attendance was faculty members’ expertise, their mastery of the content and power of expression. It seems that in order to increase student attendance, further attention should be paid to how faculty members are recruited and to their empowerment in the field of education.
Khadijeh Aliabadi, Maryam Falahi, Mehdi Komasi,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: With the advent of social networks, their use has become an integral part of the lives of many students and is in some way intertwined to their personal life. The main purpose of this study was to investigate the effectiveness of virtual social networks on trust in interpersonal relationships and academic procrastination of students.
Methods: This quasi-experimental study with pre-test and post-test design conducted at Behbahan paramedical faculty in 1997-98. The sample consisted of 167 Operating Room Students who were randomly divided into two experimental and control groups, 81 and 82, respectively. Data were collected using the Solomon & Rothbloo Academic Delay Questionnaire, Interpersonal Reliability Questionnaire, and Virtual Social Networking Questionnaire.
Results: After controlling for the pre-test effects of academic procrastination with p<0.01, F=91/71, there was a significant difference between the control and experimental groups and considering the effect of using virtual networks 36% of the variance predicted academic procrastination. Also, there was a significant difference between the control and experimental groups regarding the trust variable in interpersonal relationships after controlling for pre-test effects, F=80/13, p<0.01. The variance predicted interpersonal trust.
Conclusion: The results showed that using virtual social networks in teaching and training has been useful in reducing academic procrastination and it also improves their interpersonal trust. Therefore, it is recommended to tap into virtual social networks in education
Behnam Rasouli, Khadijeh Aliabadi, Saied Pourrosstai Aradkani, Soleiman Ahmady, Mohammad Asgari,
Volume 20, Issue 0 (4-2020)
Abstract
Introduction: Medical education programs should be designed in such a way as to provide a platform for students to acquire skills and clinical skills. The present study sought to develop Medical Instructional Design Model Based on Virtual Reality and its internal validation.
Methods: The present study was performed using qualitative content analysis method. 170 units were selected from the database documents to collect data by targeted sampling method. Also, 27 professors and students were interviewed by targeted sampling method. For data analysis, Mayring content analysis method was used and for internal validation of the model by survey method and using a researcher-made checklist, the opinion of the participating experts was obtained.
Results: By reviewing articles and analyzing interview themes, the Medical Instructional Design was extracted, which has five main components, which are: 1. The analysis component includes determining educational needs, determining learners' characteristics, determining virtual reality features, and determining the type of content suitable for presentation via virtual reality. 2- Design component includes determining general goals, determining the amount of immersion, determining training strategies, determining the level of reality, determining the content. 3- Component of production and production includes: scenario design, user interface design, content design, virtual reality world modeling, platform preparation Form 4-Support and implementation include training implementation, integration of virtual education system in the training program, support 5- Evaluation component including formative evaluation, compression evaluation, ease of use evaluation.
Conclusion: For designing Medical Instructional Design Model Based on Virtual Reality, the components of analysis, design, preparation and production, support, implementation and evaluation should be considered. It is suggested that in addition to the application of virtual reality in medical education, the design process of medical education should be determined according to the current research model.
Esmaeil Hoseinzadeh, Tayebeh Aliabadi, Nahid Dehghan Nayeri, Pardis Rahmatpour, Hamid Sharif Nia,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: The advantages of online learning are enhancing independence and incentive of students for learning, improving the connection between individuals and making flexibility in time and place for doing the activity. This study endeavored to determine factors affecting nursing students’ acceptance of online learning during the COVID-19 pandemic
Methods: This cross-sectional descriptive-analytical study that was done with a sample of students on Islamic Azad University of Gorgan and Neishaboor's. Convenience sampling was done and 368 of 500 students participated in the study. The questionnaire consisted of demographic questions, educational information and translated questionnaires that included student perceptions of an online course, University student engagement inventory and acceptance of online learning. Descriptive statistics were employed to assess demographic characteristics simple and multiple linear regression models were used to analyze the predictor variables of students' acceptance of online learning. Pvalue<0.05 was considered for all tests.
Results: The effective factors on student's acceptance for online learning was widespread high-speed Internet access at home, increasing the quality of connection to Internet and increasing the quality of laptop, tablet or mobile phone. On the other hand, multiple linear regression results showed only the remaining variables in the model were increasing the score of the course content (β=0.18, P<0.001), teacher-student interaction (β=0.14, P=0.001), and the students' engagement (β=0.22, P>0.001). It is of note that this model had an explanatory power of 46%.
Conclusion: According to the results of the study, if teachers strengthen the content of the course and create the creativity in interaction and use of all the features of the online learning system, we can hope that the rate of online learning acceptance among students will increase.
Shila Soleymani, Khadijeh Aliabadi, Ismaiil Zaraii Zavaraki, Ali Delavar,
Volume 22, Issue 0 (4-2022)
Abstract
Introduction: Considering the problems of traditional teaching methods in promoting the professions of medical students and the urgent need of this group to update their knowledge, educational methods should be adopted that can enhance students' reasoning, judgment, and decision-making. Therefore, this study investigates the effect of the problem-solving teaching through flipped-learning pattern on the capability of their problem-solving styles.
Methods: This quasi-experimental study is pre- and post-test. The statistical population was students of medical sciences at Mashhad University of Medical Sciences. It performed during 14 periods in two control and experimental groups at Aladdin English Center in Mashhad. Participants were 120 individuals available by random replacement. To collect data, a questionnaire taken from other studies was first administered to the two groups as a pre-test. Then, in the control group, the teaching method was in traditional, and in the experimental group, it was under the problem-solving teaching through flipped-learning pattern. The effect of this teaching method was investigated by comparing the post-test scores of the two groups. Data analysis was performed through descriptive statistics.
Results: According to the findings, mean and standard deviation results were 5.05±15.62 obtained in the pretest of constructive problem-solving styles and 1.61±20.78 in non-constructive. Meanwhile, they were 5.86±17.16 in constructive and 2.44±21.86 in non-constructive in the post-test of the control group. The same cases in the experimental group were 2.95±12.66 in the pretest of constructive problem-solving styles and 0.91±19.76 in non-constructive, changing to 6.59±18.68 in the post-constructive and 2.81±22.4 for the non-constructive.
Conclusion: Learning in this way is one of the basic needs of today's education at all levels. Considering the benefits such as enhancing analytical thinking, critical thinking, creativity, confidence in decision making, and problem-solving, it can be used as a complementary method alongside traditional teaching methods.
