Showing 3 results for Shariati
Masoud Roudbari, Raheleh Shariati,
Volume 2, Issue 1 (Spring 2002)
Abstract
Introduction. The comprehensive basic science exam is the most important exam for medical students which can assess their capabilities in mastering general medicine. The experience has shown that the unsuccessful students face difficulties during later periods. This survey aims to determine the role of educational and demographic factors in basic sciences examination results.
Methods. All the students who took the comprehensive exam (73 persons) participated in this descriptive-analytical study. In order to get the related factors, the score of the basic sciences courses, the result of the final basic sciences examination and the students’ demographic charachteristics were obtained from their files. These data were ananlyzed by SPSS software and the Relative Risk of failing in comprehensive exam was determined.
Results. Twenty students out of 73 failed the examination. The Relative Risk (RR) of failing in the final basic sciences examination for those who obtained bad mark in Histology, Immunology and Health 3 were 10.32, 4.55 and 4.11, respectively and were significant. The Relative Risk of failing for dormitory residents, students selected through Quota system and those who finished basic sciences in more than 5 semesters were 7.2, 3.4 and 3.1, respectively and were significant. Regression model showed that the important independent variables which correlated to our response variable were Embryology, Psychology, Physiology2, Histology and Microbiology.
Conclusion. The variables such as quota system selection, the period of basic sciences, and residency in university dormitory have important roles in the results of basic sciences examination. The courses of Physiology 2, Microbiology, Histology and the variable of quota system selection, due to having large and significance Realtive Risk, are the most important variables correlated to the score and result of the comprehensive exam.
Shohreh Alavi, Mohammad Shariati,
Volume 10, Issue 3 (10-2010)
Abstract
Introduction: The aim of staff-in service training is to improve employees performance (functionality) in organizations. On the other hand, effective learning hinges in staffs satisfaction with educational courses. This study was designed and performed to assess employees satisfaction with staff-in-service electronic training. Methods: This cross-sectional study was performed in year 2008 for population of those employees of Tehran University of Medical Sciences who attended staff-in-service electronic training (electronic satisfaction assessment). Using simple sampling method, 651 employees completed the questionnaire on 3 areas of satisfaction with content, instruction method, and electronic training program. During the conduction of primary study, questionnaires content validity was measured using Cronbach’s alpha coefficient. Data was analyzed by SPSS software version 16 using statistic tests of Pearson correlation, student’s T test, and one way ANOVA according to the variables. Results: Employees highest satisfaction related to the area of satisfaction with program (3.96 ± 0.9 out of maximum score of 5) and the lowest satisfaction was about educational program’s content (3.84±0.8). Thematic variables such as years in workforce, employment type, and educational level left no effect on employees satisfaction with participation in electronic training courses. Conclusion: Employees enrolled in this study were significantly satisfied with the e-learning courses. Regarding the fact that the satisfaction was relatively low, content quality improvement seems necessary.
Jamil Sadeghifar, Mohammadkarim Bahadori, Mehdi Raadabadi, Mohamad Shariati,
Volume 20, Issue 0 (4-2020)
Abstract
Introduction: Academic engagement is one of the key factors related to the academic achievement of students, which is considered as a significant research issue in higher education. Academic engagement focuses on the internal commitment and active involvement of students in access to learning. This study endeavored to explore the relationship between academic engagement and achievement among nursing students of Ilam University of Medical Sciences.
Methods: This cross-sectional descriptive was conducted in school of nursing in Ilam University of Medical Sciences. The population was all nursing students in 2018 (140 students) who completed and returned 116 questionnaires. The data collection instrument was a questionnaire taken from an external questionnaire including 14 questions in three dimensions of Vigor, Dedication, and Absorption. Besides, a researcher-made questionnaire was developed to measure students' academic achievement. Data was analyzed using descriptive statistics and correlation tests of Spearman, Manwitney and Kroskalwalis.
Results: Among the dimensions of academic engagement, the dimension of Dedication (2.32±0.88) and Vigor (2.22±0.87) had the highest and lowest mean and standard deviation, respectively. There was no significant correlation between academic engagement and students' academic achievement (r=0.096). There was a significant relationship between gender with academic achievement and engagement and the years spent studying with students' academic involvement P <0.05).
Conclusion: There was no significant correlation between the dimensions of academic engagement and Grad Point Average and the rate of academic engagement in female students was higher and decreased with age and increased the length (years) of study. It is suggested that interesting and varied methods need to be used for teaching and learning students. Similarly, holding training courses for professors to gain more skills in motivational management of students and learning attractive and effective teaching methods seems to be needed to promote students' academic engagement.
