Kerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Evaluation of Education Development Centers for Medical Sciences: Challenges and Strategies40741990350ENAli AkbarHaghdoostProfessor of Epidemiology, Department of Epidemiology and Biostatistics, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0031947532846002319MozhganEmamiM.Sc. in Health Services Management, Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0031947532846004687RezaDehnaviehPh.D. in Health Services Management, Associate, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0031947532846002199NaderMomtazmaneshSpecialty in Pediatrics, Medical Education Development Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran0031947532846004689FarangisShoghi Shafagh AriaM.Sc. in Education Management, Department of Education, Medical Education Development Center, Ministry of Health and Medical Education, Tehran, IranMohammad HossienMehrolhassaniPh.D. in Health Services Management, Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0031947532846003558Journal Article19700101Background & Objective: The main objective of medical education is the training of competent and qualified personnel to maintain and improve public health In this regard education development centers (EDC) for medical sciences have been established to provide and assess the quality of education Therefore due to the need for these centers this study aimed to examine their challenges and provide strategies to improve their performance Methods: An applied and qualitative study was carried out in 2013 The study population was 288 members of the managers and personnel of study centers and development offices of faculties educational deputies heads of universities and faculty members Data was collected during a 2day scheduled conference in the form of 5 key lectures 3 panels and 6 Focus Group Discussions Data analysis was performed using framework analysis Results: In the correct establishment of the centers 7 key challenges and 18 subchallenges were identified Within the framework of the educational governance and leadership components such as policy making monitoring evaluation and predisposing components of implementation like structure manpower and processes were identified The relationship between policy making evaluation and subcomponents is defined by two key factors of knowledge management and communications Conclusion: EDC centers have been challenged because of moving away from the original position of knowledge management and communications in the field of governance to ensure and improve the quality of education The 3 trends of integration of education and service delivery privatization of services and lack of clarity of interactions between public and private sector have exacerbated these challengeshttps://sdme.kmu.ac.ir/article_90350_558ad4278c2d23d45ec43c817be0de3c.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201A Comparative Study of the Curriculum of Masters Degree in Medical Education in Iran and Some Other Countries42043390351ENHosseinKarimi MoonaghiPh.D. in Medical Education, Associate Professor, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran0031947532846005744RozaMontazeriM.Sc. in Medical Education, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran0031947532846004478Journal Article19700101Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths performing a comparative study and utilizing the experiences of successful universities is necessary This study was performed to compare the elements of the curricula of medical education discipline in the universities of Dundee (Scotland) Calgary (Canada) and Maastricht (Holland) with Iran Methods: Data were gathered by searching university websites and communicating with them The 3 universities of Dundee Calgary and Maastricht which had a high ranking in the medical education major were selected as the study sample The research model used in this study was the Beredy model that specifies the four stages of description interpretation proximity and comparison in comparative studies Results: The universities of Dundee Calgary and Maastricht in stating the general characteristics of curriculum have clearly focused on education in the field of medical sciences Elements of mission vision and value were not observed in their curricula In the universities of Dundee and Maastricht educational strategies and the reason for their application and the manner of course presentation had been explained All 3 universities enrolled bachelor students The course of research in education was emphasized by all universities Conclusion: Based on this comparative study the curriculum of medical education in Iran seems complete and comprehensive However for quality improvement the revision of goals and strategies of the discipline is necessary Moreover the presentation of courses in two forms of virtual and traditional education admission of bachelor (BSc) students replacement of compensatory course with prerequisite courses and emphasizing of research method in education courses are recommendedhttps://sdme.kmu.ac.ir/article_90351_068aa61a4b58a856b8ae2584c896c2db.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201A Survey of Students Academic Problems and the Duty and Roles of Counselors in Resolving them43444190352ENEsmatNoohiPhD in Nursing Education, Assistant Professor, Department of Surgical Nursing, School of Nursing and Midwifery, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran0000-0003-1906-4146Ali AkbarHaghdoostProfessor of Epidemiology , Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0031947532846002319BehshidGaruosiProfessor of Psychiatry, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846004694Journal Article19700101Background & Objective: Students are faced with many problems that can be associated with irreversible damage and devastating effects Psychological pressure is caused by changes in living conditions separation from family economic and financial problems marriage employment while studying and consequently educational problems including academic failure unnecessary transfer and changing of field of study and lack of scientific competence and dropping out reduced performance poor educational achievement All these show that the authorities have a grave responsibility in recognizing controlling and preventing educational damages Thus the aim of the present study was to identify students academic problems and the role of lecturers and counselors in resolving these problems from the view of students of Kerman University of Medical Sciences Kerman Iran Methods: The present research is a crosssectional study The data collection tool was a questionnaire consisting of 4 parts demographic characteristics the opinion of students about the counseling duties of lecturers students problems and the role of lecturers in reducing problems Validity and reliability of the questionnaire were determined using content validity and testretest (r = 078) respectively Data analysis was performed using SPSS software Results: Our findings indicate that of the 500 students studied 351 were female (702%) and 149 (298%) male The average age of the participants was 217 years The mean and standard deviation of the students psychoemotional problems was 144 ± 629 educational problems 9711 ± 1151 social and communicative problems 986 ± 796 and financial and economic problems 234 ± 61 Based on the view of students the mean and standard deviation of the role of counselors in the mentioned academic problems was 982 ± 3346 Conclusion: The majority of the problems expressed by students were related to social and educational issues which can cause problems for the students in respect to their educational and professional goals As a result of these problems students may require guidance and counseling services Students inadequate knowledge of consulting services may be the cause of their lack of use of these services for solving their problems With careful planning and updating and expanding counselors activities and knowledge more effective steps can be taken to reduce educational problems and promote the academic status of studentshttps://sdme.kmu.ac.ir/article_90352_7386cca6430c02298c78493cc6bf491a.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201A Study of the Hidden Factors Effective on Selecting a Supervisor: A Phenomenological Study44245590353ENFatemehRobatiPh.D. in Curriculum Development, School of Education, Islamic Azad University, Khorasgan Branch, Isfahan, Iran0031947532846004468Mohammad HoseinYarmohammadianPh.D. in Curriculum Development, Professor, Department of Educational Planning, Health Management and Economic Research Center, Isfahan University of Medical Sciences, Isfahan, Iran0031947532846004469Ahmad AliForoughi AbariPh.D. in Educational Sciences, Associate Professor, Department of Educational Sciences, School of Education, Islamic Azad University, Khorasgan Branch, Isfahan, Iran0031947532846004470NargesKeshtiarayPh.D. in Curriculum Development, Assistant Professor, Department of Educational Sciences, School of Psychology and Educational Sciences, Islamic Azad University, Khorasgan Branch, Isfahan, Iran0031947532846004471MohammadMohammad-BagheriSpecialist in Febrile and Infectious Diseases, Kerman University of Medical Sciences, Kerman, Iran0031947532846004472MahdiRezaeifarPh.D. in Pharmaceutical Sciences, Assistant Professor, Department of Pharmaceutical Sciences, School of Pharmacy, Kerman University of Medical Sciences, Kerman, Iran0031947532846004473Journal Article19700101Background & Objective: Hidden curriculum is one of the new topics presented by scholars of curriculum development during recent years In this study the criteria for selecting a supervisor were studied through experiences gained by PhD students Methods: This research is a qualitative and a phenomenological study The study participants consisted of 54 graduated PhD students from both medical and nonmedical state and Azad universities Data were collected using semistructured interviews and analyzed using Colaizzi method Moreover simple random sampling method was used Thus the present study focused on the hidden experiences of PhD students on selecting a supervisor Results: In this study 12 main categories were extracted from 123 common factors of this investigation These categories consisted of behavioral and ethical characteristics executive positions scientific positions being wellknown or famous and having access to supervisors skill and mastery in research and statistics specialty and expertise in a specific field access to senior students and limitations and constraints gender supportive ability of supervisors and the anticipating the future Conclusion: The results showed that hidden factors such as ethical and behavioral characteristics of supervisors or professors their academic and scientific ranks governing laws on the universities guidelines and regulations of the universities informal networks and the possible supports and limitations can affect the selection of a supervisorhttps://sdme.kmu.ac.ir/article_90353_d3e2061c9105800c87bd9d1b3c4d67fd.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Design and Evaluation of an Elearning Application for Health Training of the Visually Impaired45646390354ENKambizBahaadinbeigiPh.D. in Medical Informatics, Assistant Professor, Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0031947532846004463Zahra SadatIziSchool of Management and Information Science, Kerman University of Medical Sciences, Kerman, Iran0031947532846004464SiminSalehinejadB.Sc. in Medical Record, Department of Health Information Management and Technology, School of Management and Health Informatics, Kerman University of Medical Sciences, Kerman, Iran0031947532846004465ZahraJararehSchool of Management and Information Science, Kerman University of Medical Sciences, Kerman, Iran0031947532846004466RoyaVatankhahM.Sc. in Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846004467Journal Article19700101Background & Objective: Today new technology has provided the visually impaired with equal opportunities for education and access to essential information The use of these technologies by students with visual impairment is vital The purpose of this study was to design an application for health training of the visually impaired and assess their views about its advantages and disadvantages Methods: This was a qualitative study in which a list of mental health information essential for the visually impaired was provided as a result of interviewing 15 blind individuals with different education degrees Subsequently this information was recorded in audio files by a person with appropriate voice and presented in the form of a multimedia compact disc Finally their views were evaluated Results: The results of this study showed that the blind were generally satisfied with the quality of the software and believed it improves their learning However some of the participants believed its content must be better and present more complete information about diseases They believed that this application should be designed for other health information necessary to them Conclusion: Considering the role of information technology and elearning tools in improvement of learning in the visually impaired and the necessity of health information for them trainers and training managers must consider designing and implementing of such tools to educate essential health issueshttps://sdme.kmu.ac.ir/article_90354_172f987359050411cf353271b18ce462.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201An Evaluation of Educational Environment from the View of Students of Islamic Azad University Based on Dundee Ready Educational Environment Measure (DREEM) Model46447090355ENZahraJaliliPh.D. in Health Education and Health Promotion, Associate Professor, Department of Health Education and Health, Promotion School of Medical Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran0031947532846005727FaeizehSahbaei-RooyPh.D. Student in Health Promotion and Health Education, Department of Health, School of Public Health, Shahid Beheshti University of Medical Sciences, Tehran, Iran0031947532846004462Journal Article19700101Background & Objective: Universities use different tools to evaluate their own teaching practices and many factors are involved in the education process that may affect learning This study aimed to evaluate educational environment from the view of clinical psychology student of the Science and Research Branch of the Islamic Azad University Tehran Iran based on the Dundee Ready Educational Environment Measure (DREEM) model Methods: This descriptive study was conducted on 30 female students of clinical psychology in Islamic Azad University The subjects were selected through convenience sampling method Data were collected using DREEM and analyzed using SPSS software Results: The majority of samples were 1823 years old and 767% of them were single The mean and standard deviation of students perception score in the 5 domains of learning (total score = 60) teachers (total score = 55) academic ability (total score = 40) educational environment (total score = 50) and social conditions (total score = 35) respectively were 4099 ± 1352 3707 ± 1076 2364 ± 889 3917 ± 1474 and 2220 ± 878 No statistically significant difference was observed between demographic information and mean educational environment score (P < 0001) Conclusion: An important characteristic of the social status of the university is that it directly impacts education Thus the improvement of this status must be prioritized by officials In this respect holding training and retraining classes in order to gain learning skills and improve educational environments consulting students and designing problem management methods may be effective in the educational empowerment of studentshttps://sdme.kmu.ac.ir/article_90355_f92ec093354105d78b3c1207c8ea0b10.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Presenting a Model of Effective Factors in the Intention to Use Information Technology in Teaching and Learning47148490356ENSaeidTalebiPh.D. in Planning Distance Learning, Assistant Professor, Department of Educational Sciences, School of Educational Sciences and Psychology, Payame Noor University of Darab, Shiraz, Iran0031947532846004457SaeidMazlomianPh.D. in Planning Distance Learning, Assistant Professor, Department of Educational Sciences, School of Educational Sciences and Psychology, Payame Noor University of Darab, Shiraz, Iran0031947532846004458Ahmad RezaAkbariM.Sc. in Educational Administration, Department of Educational Sciences, School of Educational Sciences and Psychology, Payame Noor University of Darab, Shiraz, Iran0031947532846004459AfifehDavodiM.Sc. in Psychology, Shiraz University of Medical Sciences, Shiraz, Iran0031947532846004460Journal Article19700101Background & Objective: The present study presents a model of effective factors in the intention to use information technology (IT) in teaching and learning among students of Payame Noor University and Shiraz University of Medical Sciences Iran Methods: This was a crosssectional study performed using Krejcie and Morgan s (1970) formula and by considering unreturned questionnaires and eliminating incomplete questionnaires The 120 questionnaires from students of Shiraz University of Medical Sciences and 317 questionnaires from Payame Noor University of Fars province were analyzed using path analysis and AMOS software Results: The results show that the impact of perceived ease of use on students intention to use IT is higher in Payame Noor University students (0338) than Shiraz University of Medical Sciences (0204) The impact of perceived usefulness on intention to use IT was higher among Shiraz University of Medical Sciences (0280) than Payame Noor University students (0218) Moreover the impact of goal achievement on perceived ease of IT use was higher in Payame Noor University students (0356) than Shiraz University of Medical Sciences students (0255) No significant differences were observed between the students of Shiraz University of Medical Sciences and Payame Noor University in other paths Conclusion: The data showed acceptable and favorable fitting with the model Based on the confirmed hypothesis the causal model presented in this study is an appropriate model for universities and other educational institutions that apply technologybased learning as an important strategy in their virtual courseshttps://sdme.kmu.ac.ir/article_90356_ab92149a1e55ab2879c1ceb2a15693a6.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Experiences of Faculty Members in Relation to the Academic Promotion Process48549990357ENHosseinKarimi-MoonaghiPh.D. in Nursing, Associate Professor, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran0031947532846004452AkramZhianifardM.Sc. in Medical Education, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran0031947532846004453HamidJafarzadehPh.D. in Endodontics, Associate Professor, Department of Endodontics, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran0031947532846004454Hamid RezaBehnamM.Sc. in Nursing, Lecturer, Department of Pediatrics, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran0031947532846004455JalilTavakol-AfshariPh.D. in Immunology, Professor, Department of Immunology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran0031947532846004456Journal Article19700101Background & Objective: One of the most important factors in the evaluation of specific performance indices of each university is the professional maintenance and promotion of faculty members This will result in more desirable output results from this system The aim of this study was to explore describe and interpret faculty members experiences of the academic promotion process and its obstacles and problems Methods: A phenomenological approach was used in this research The study population consisted of 22 faculty members of Mashhad University of Medical Sciences Iran who were selected through purposeful sampling Data were collected through semistructured interviews and analyzed using the van Manen method Results: The main theme of passing the academic promotion marsh and 5 subthemes emerged from data analysis The subthemes consisted of problems related to administrative processes problems related to the performance of committees problems related to general competence problems related to the academic promotion guideline and motivational factors Conclusion: Our findings emphasize the problems and barriers of the promotion process Quality assessment homogenization of processes and the use of experts in college committees are some of the factors that affect the promotion process The findings of this study can assist policymakers and administrators of Medical Sciences Universities at different levels in decision making and finding solutions to facilitate the academic promotion process and rectify its problems and obstacleshttps://sdme.kmu.ac.ir/article_90357_fe2b29cef444a6b3fd6e9e938400d119.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Effect of EvidenceBased Education on Nursing Students SelfEfficacy50050790358ENHosseinHabibzadehPh.D. in Nursing Education, Assistant Professor, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran0031947532846004448NasrinKhajealiM.Sc. in Nursing, Razi Hospital, Jundishapur University of Medical Sciences, Ahvaz, Iran0031947532846004449Hamid RezaKhalkhaliAssistant Professor, Department of Epidemiology and Biostatistics, School of Public Health, Urmia University of Medical Sciences, Urmia, Iran0031947532846004450YosofMohammadpourLecturer, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran0031947532846004451Journal Article19700101Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing students selfefficacy Methods: This experimental study was conducted on 48 nursing students in their 3rd semester in Urmia University of Medical Sciences Iran The study subjects were selected using convenience sampling and randomly divided into 2 groups of intervention and control (n = 24) Considering the students training in the orthopedic ward the intervention group participants were divided into 8 groups Students in the intervention group were trained in evidencebased education in 2 sessions each lasting 2 hours Selfefficacy was evaluated before and after training in the control and intervention groups using the generalized selfefficacy (GSE) scale Data were analyzed using SPSS software and chisquare ttest MannWhitney test and Wilcoxon test Data were analyzed using confidence interval of 95 ± 2% Results: Of the students 333% were female and 667% male MannWhitney test showed the selfefficacy of the intervention group students to be significantly higher than control group students (P < 0001) No significant differences were observed in the control group Conclusion: Evidencebased education causes greater improvement in selfefficacy in comparison to conventional methods Therefore the use of this method is recommended in clinical educationhttps://sdme.kmu.ac.ir/article_90358_96b0c7e03fb27fe3115d3507b1126cb5.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Factors Influencing the Process of Continuous Nursing Education Based on the Experiences of Nurses: A Qualitative Study50852290359ENAli AkbarVaeziPh.D. in Nursing, Assistant Professor, Department of Nursing , School of Nursing and Midwifery, Yazd University of Medical Sciences, Yazd, Iran0031947532846004445HosseinTavangarPh.D. in Nursing, Assistant Professor, Department of Nursing , School of Nursing and Midwifery, Yazd University of Medical Sciences, Yazd, Iran0031947532846004446MostafaJavadiPh.D. in Nursing, Assistant Professor, Department of Nursing , School of Nursing and Midwifery, Yazd University of Medical Sciences, Yazd, Iran0031947532846002093Journal Article19700101Background & Objective: Factors effective in the continuous nursing education process may motivate nurses to participate in continuous education programs and thus result in knowledge promotion and improvement of skills in clinical practice and improvement of patient care However they may also prevent the achieving of these goals The precise recognition of these factors can result in constructive modification in continuous education programs and achieving of the goals of continuous education (improving patient care) Thus the aim of this study was to explain the factors influencing the successful implementation of the continuous nursing education process based on the experiences of nurses Methods: This qualitative study was conducted in 2012 The study subjects consisted of 28 individuals including nurses nursing supervisors and nursing managers The participants were selected using purposive sampling method Data were collected through unstructured interviews and field notes In addition data analysis was conducted using content analysis Results: From the data 3 main categories of advantage of compulsory education appropriate context for education and passive training were achieved The subcategories of these 3 categories consisted of compulsory training regulations and gaining advantage from training various sources of education suitable educational conditions educational willingness commitment to education and educational competency insufficient educational motivation of employees and managers inadequate educational qualification of nursing managers and passive educational supervision Conclusion: The identification of motivational factors and barriers of the continuous nursing education process based on nurses experiences can assist continuous education program policy makers and planners and nursing managers in the development of continuous education regulations based on effective programs and activitieshttps://sdme.kmu.ac.ir/article_90359_ac641bd55ff0882008ee644606864d08.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Assessment of the Effect of Lecturers Behavior on Clinical Learning from the Viewpoints of Nursing Students52353390360ENAliFakhr-MovahediPhD in Nursing, Assistant Professor, Department of Maternal and Child Health Nursing, School of Nursing and Allied Medical Sciences, Semnan University of Medical Sciences, Semnan, Iran0031947532846004442SajjadSadeghiMedical Student, Student Research Committee, School of Medicine, Semnan University of Medical Sciences, Semnan, Iran0031947532846004443MohaddesehYousefpourB.Sc. in Nursing, Emergency ward, Imam Khomeini Hospital Garmsar, Semnan University of Medical Sciences, Semnan, Iran0031947532846004444Journal Article19700101Background & Objective: Clinical teaching is an important process that prepares students for professional life The present study aims to identify bachelor nursing students viewpoints toward the effect of lectures behaviors on their learning during clinical courses Methods: This was a descriptive crosssectional study The participants consisted of 145 nursing students Data collection tool was a sevenpoint Likert scale that measured students viewpoints toward the effect of lecturers behaviors on their learning during clinical courses Finally the data were analyzed using descriptive and inferential statistics methods and SPSS software Results : Data analysis showed that mean effective behaviors was higher than the average limit (559 ± 121) Moreover behavioral characteristics such as interpersonal relations personality teaching ability evaluation and professional competency obtained the highest scores respectively Conclusion: Professional and appropriated behaviors of lecturers during students clinical courses can enhance their learning Thus the executive authorities and training providers in the field of nursing education must provide the necessary circumstance to enhance lecturers behaviors in clinical settingshttps://sdme.kmu.ac.ir/article_90360_f270d01b37fade52c649d0c230d5cbeb.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Exam Anxiety among Dental Students of Kerman University of Medical Sciences Iran in 201353454190361ENMoloukTorabiPhD in Oral and Maxillofacial Pathology, Associate Professor, Department of Oral and Maxillofacial Pathology, Oral and Dental Diseases Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846002844JahangirHaghaniPhD in Radiology, Associate Professor, Department of Oral Radiology, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran0031947532846002788MarziehKarimi AfsharResident of Orthodontics, Depratment of Dentistry, Kerman University of Medical Sciences, Kerman, Iran0031947532846004672PaymanMohseniDentist, Kerman University of Medical Sciences, Kerman, Iran0031947532846004673Journal Article19700101Background & Objective: Exam anxiety is a significant problem among university students and can be accompanied by a decline in performance and severe psychological problems This study was designed to investigate exam anxiety levels among dental students of Kerman University of Medical Sciences Iran in 2013 Methods: This descriptive crosssectional study was conducted on dental students of Kerman University of Medical Sciences The participants were selected using census method The data collection tool was a questionnaire consisting of the 20item standard Exam Anxiety Questionnaire (Spielberger) demographic characteristics causes of anxiety methods of decreasing exam anxiety and exam method Data were analyzed using SPSS software and linear regression and Student s ttest Results: Of the participants 5657% were men their mean age was 227 ± 218 and 3771% lived with their parents The mean score of the exam anxiety questionnaire was 4729 ± 1057 the maximum score being 80 The first activity during leisure time was exercising (30%) and fear of failure was the first cause of exam anxiety Theoretical final exams were the cause of the exam anxiety in 5490% of participants Seeing friends was the most common method of decreasing anxiety There was no significant correlation between mean exam anxiety score and sex age academic year marriage status and academic performance A significant correlation was observed between area of residence and mean exam anxiety score Conclusion: Based on our findings dental students had varying degrees of exam anxiety Thus we recommend the training of exam anxiety reduction methods during the course of the term by professionalshttps://sdme.kmu.ac.ir/article_90361_b0975beff0616944034f894dae748982.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201The Relationship between Perfectionism Achievement Motivation SelfEsteem and Academic Performance among Nursing Students54254990362ENFarshidKhosropourPh.D. in Psychology , Department of Psychology , Islamic Azad University, Zarand Branch, Kerman, Iran0031947532846004485MojganNikoieM.Sc. in Psychology , Islamic Azad University, Zarand Branch, Kerman, Iran0031947532846004486Journal Article19700101Background & Objective: Academic performance is the most important factor in student evaluation Selfesteem is related to selfsatisfaction and perfectionism is the setting of high goals in performance Achievement motivation is the willingness to gain success Because these variables can affect academic performance the aim of this study was to investigate the relationship between students perfectionism achievement motivation selfesteem and academic performance Methods: This was a correlationaldescriptive study Based on Morgan s table 97 students were randomly selected from all last year nursing students of Kerman Branch Islamic Azad University Due to being incomplete 7 questionnaires were excluded The data collection tools consisted of Ahvaz Perfectionism Scale (APS) Hermans Achievement Motivation ( HAMQ) Scale and the Coppersmith SelfEsteem Inventory (SEI) Total average scores of students were considered as academic performance Results: Results showed a positive significant correlation between academic performance and perfectionism achievement motivation and selfesteem (P < 005) Perfectionism achievement motivation and selfesteem predicted 31% variances in academic performance Nevertheless investigation of the liner correlation of these variables showed that only the correlation between achievement motivation and academic performance was meaningful Conclusion: It is seems that for the improvement of students academic achievement perfectionism selfesteem and especially achievement motivation must be taken into consideration https://sdme.kmu.ac.ir/article_90362_7219610111b7ec68329a4f7c7a191d5c.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Interactive Learning at the University of Medical Sciences in Iran: a necessity55055190363ENHamidSalehiniya0031947532846003551Journal Article19700101https://sdme.kmu.ac.ir/article_90363_ceb3c5e6b7b01c6dc9ecc894270b1b76.pdfKerman University of Medical SciencesStrides in Development of Medical Education2645-352511420150201Simulation in Midwifery Education55255490364ENزینبحیدریدانشجوی دکترای بهداشت باروری،دانشکده پرستاری و مامایی ، دانشگاه علوم پزشکی اصفهان ، اصفهان ، ایران0031947532846004983فریباحقانیدکترای تخصصی آموزش پزشکی، دانشیار، گروه آموزش پزشکی،مرکز مطالعات و توسعه آموزش پزشکی ، مرکز تحقیقات آموزش علوم پزشکی ، دانشگاه علوم پزشکی اصفهان ، اصفهان ، ایران0031947532846002124Journal Article19700101https://sdme.kmu.ac.ir/article_90364_c3b88126b8de7b29088437a43eae1e0d.pdf