Articles
Journal Of Advances In Medical Education And Professionalism (23222220)11(2)pp. 86-94
Introduction: University training for committed and specialized human resources is not provided only through specialized skills training; graduates in any field need high quality soft skills for fulfilling the requirements of the community, so the proper integration of such skills into the curriculum of that profession is essential. Given the significance of soft skills in the success and quality of dentistry and lack of attention to soft skills training in basic sciences courses, the present study aimed to identify the requirements of the process-oriented integration of soft skills training in basic sciences courses of dentistry. Methods: The present qualitative study employed a semi-structured interviewing technique for data collection. The research population consisted of 39 basic sciences faculty members at Isfahan and Mazandaran Universities of Medical Sciences and education experts selected by a purposive sampling technique. The content analysis method was used to analyze the data. Results: For the process-oriented integration of soft skills in basic sciences courses, the current study identified four central requirements: providing background conditions (provision of socio-cultural contexts in society; development of educational and evaluation platforms in pre-university courses), providing professionalism (development of professionalism in the doctoral course of basic medical sciences; improvement in the model of faculty members), providing conditions for changing the curriculum (modification of curriculum and objectives in the basic sciences courses in dentistry; development of the attitude and knowledge of basic science faculty members towards soft skills training), and providing conditions for university pedagogy (provision of interactive and communication conditions; benefitting from diverse and appropriate learning activities; development of faculty members’ pedagogical abilities). Conclusion: Medical sciences curriculum planners can integrate the soft skills of dentistry in the basic science courses of the field by providing the conditions for the identified requirements. © Journal of Advances in Medical Education & Professionalism.
Strides in Development of Medical Education Journal (26453452)18(1)
Background: The dentistry profession requires a high level of soft skills whose training seems necessary to respond to the community and increase the quality of specialized practice. Objectives: The present study was conducted to examine the status of soft skills training in dentistry basic sciences courses and identify the capabilities of each basic sciences course for the process-oriented integration of soft skills in the dentistry profession. Methods: The present qualitative study was conducted in 2018-2019.Semi-structured interviews were used to collect the data. The study’s statistical population included the faculty members of the basic sciences of Isfahan and Mazandaran universities of medical sciences Iran, using purposive sampling. Moreover, the content analysis method was used to analyze the data. Results: Soft skills training in the dentistry profession was not one of the educational objectives of basic sciences courses in this field, and teaching and evaluation methods used by professors had less capability to develop these skills. Additionally, the results showed that most of the identified soft skills in five domains had the integration capability in most basic sciences courses. Only some differences were observed in the integration of soft skills in the cognitive-intellectual domain. Conclusion: It is suggested to include soft skills training in the objectives of dentistry basic sciences courses and consider the capabilities of each course and curricula to correct teaching and evaluation methods in this regard. Furthermore, it is recommended to strengthen the capabilities of basic sciences professors to integrate soft skills. © 2021, Strides in Development of Medical Education is Published by Kerman University of Medical Science.
International Education Studies (discontinued) (19139020)5(1)pp. 50-56
This study has examined the characteristics of physics teachers, their professional competences, supplies of equipments and technologies, appropriate textbooks and motivational factors in students' learning of physics from female physics teacher's points of view. The population included all female physics teachers in Isfahan city and a total of 88 teachers were selected as sample of study. The study was a descriptive survey that used researcher made questionnaire consists of 46 items. Cronbach's alpha coefficient for this scale was set to be .95. For data analysis, descriptive statistics, t-tests and ANOVA test were used. The results showed that in the present state, physics teachers have a low level of scientific knowledge. In terms of professional skills, their abilities were average and educational equipments and technologies were available at low level. Moreover the satisfaction of female physics teachers of books and educational texts was moderate. Meanwhile, the motivation for learning the lessons of physics was moderate. Also the results in desired state showed that all components of study could be effective in learning physics. Accordingly, it is recommended to enhance learning and teaching physics education, school should be equipped to supplies and technologies for teaching physics, including virtual laboratory.
World Applied Sciences Journal (discontinued) (18184952)18(1)pp. 107-112
One of the most important factors influencing academic performances of individuals is academic anxiety. It is essential to identify these factors in order to clarify and control academic anxiety. The present study compares early maladaptive schemes in individuals with high and low academic anxiety. The method adopted in this study was causative-comparative. The samples consisted of 360 individuals randomly selected from college students. The instruments included the early maladaptive scheme questionnaire and the academic anxiety questionnaire. The results derived on the basis of variance analysis revealed that there is a significant difference between individuals with high academic anxiety and low academic anxiety in the early maladaptive schemes and those who experience high levels of anxiety report higher levels of early maladaptive schemes. Although the connection between these variables has not been explored, the results of the study are in line with the present theories. The results give more insight for academic planners and researchers and consultants into what goes on in the examinees minds other than the learned material during the exam session. On this basis, it seems essential to take into account the maladaptive schemes and to develop intervention and psychologicaleducational plans in academic and college contexts. © IDOSI Publications, 2012.
