Showing 3 results for keyvanara
Marzieh Javadi, Mahmoud Keyvanara, Maryam Yaghoobi, Akbar Hassanzadeh, Zahra Ebadi,
Volume 10, Issue 3 (10-2010)
Abstract
Introduction: Learning and studying are considered among the most basic processes of every educational system. One of the most essential factor in determining learning behaviours, is metacognitive awareness and perception. This study was performed to determine the relationship between students’ metacognitive awareness of reading strategies and their academic status. Methods: In a descriptive correlational study, 191 students were selected through stratified random sampling out of total students of schools of Isfahan University of Medical Sciences in 2008-2009 academic years. Metacognitive Awareness of Reading Strategies Inventory (MARSI) was distributed among study sample. Academic status of students was defined based on their grand point average. Data was analyzed by SPSS version 10 software using Pearson correlation, independent t, and variance analysis tests. Results: The mean and standard deviation of metacognitive awareness score of students was 66.62 ± 14.8. The mean score of metacognitive awareness showed a significant correlation with students’ score of academic status meaning that students with average score higher that 17, had a significantly higher metacognitive awareness. Metacognitive awareness showed no significant relationship with variables of age, gender, and residence place. But, there was a significant relationship with academic level, so as MS students had higher metacognition score compared to that of PhD students. Conclusion: Metacognitive awareness and knowledge may lead to a more effective learning and studying in different courses. Considering the fact that metacognitive awareness and knowledge could be learnt both in family or educational settings in all levels of learners, it is recommended that educational and cultural institutions develop a comprehensive and detailed plan in this regard.
Rezvan Ojaghi, Mahmod Keyvanara, Mozafar Cheshmeh Sohrabi, Ahmad Papi,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction: Today with development of university, that have the responsibility for scientific and ethical training of educated generation, plagiarism is not limited to special people and its ignorance especially in academic area will bring terrible consequence. Thus, it is necessary to discover reasons of plagiarism for preventing its growing development. This study aimed to explore experiences of faculty members in Isfahan University of medical science about the reasons of plagiarism.
Methods: This is qualitative study using in-deep interview. Participants were faculty members experienced at Isfahan University of Medical Science in 2011-2012. Purposive sampling was used. Sampling was continued until achieving data saturation.
Results: based on emerged finding reasons of plagiarism in academic community were categorized in the five groups: cultural, economic, upbringing, social and educational reasons.
Conclusion: Final findings were classified in internal and external categories. Internal factors are related to personal talents, self-perceptions and understanding that is achieving through family and social channels. External factors are environment force, which are effective on person's action. Person is influenced by environment consciously or unconsciously
Mostafa ََamini Rarani, Mahmood Keyvanara, Mehdi Nosratabadi,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Today, social determinants of health are defined as one of the most important approaches in examining health differences among communities as well as within them. In this approach, Early Childhood Development has been a centeral theme in the comprehensive evolution of the child. This study endeavored to examine the content analysis of the Medical Sciences’ curriculum from the perspective of Early Childhood Development.
Methods: In view of that, in this qualitative study through content analysis approach based on the pattern of the social factors affecting health, the content of the undergraduate, postgraduate, and doctoral degree programs in Medical University of Isfahan Sciences were analyzed After several stages of screening 27 medical sciences official curriculum were analyzed using MAXQDA.
Results: The results of content analysis showed that in undergraduate and postgraduate, most of the topics related to Early Childhood Development were from Midwifery and Pediatric Nursing, respectively; that is to say courses containing the concept of Early Childhood Development were related to Bachelor of Midwifery, Bachelor of Public Health, and Master of Pediatric Nursing, respectively.
Conclusion: Comparing three undergraduate, postgraduate and doctoral degrees, most of the Early Childhood Developmental topics belong to undergraduate degree. The purpose of medical education is gaining knowledge, skills, and information necessary for care and promoting the health of the community, Medical students' didactic content needs to be socially oriented. In the course headings, the social determinants of health and in particular the topics related to the evolution of early childhood need to be highlighted.
