Amongst the domains of learning organization of academic hospitals, Pattern and the Mental Model domain scored the highest mean (21.45) and Shared Vision domain (11.37) got the lowest mean score. Also, there was not a significant relationship between demographic characteristics except marital status and organizational learning score. Conclusion : The academic hospitals in 2017 were at moderate level in terms of organizational learning, which can lead to some kind of imbalance and dissatisfaction for the staff in the changing circumstances of organizations.
{"title":"Assessment of the Component Levels of Learning Organization in Educational Hospitals in Isfahan from Nurses' Viewpoints","authors":"Z. Bagheri, Mrazieh Adelmehraban","doi":"10.29252/DSME.7.2.14","DOIUrl":"https://doi.org/10.29252/DSME.7.2.14","url":null,"abstract":"Amongst the domains of learning organization of academic hospitals, Pattern and the Mental Model domain scored the highest mean (21.45) and Shared Vision domain (11.37) got the lowest mean score. Also, there was not a significant relationship between demographic characteristics except marital status and organizational learning score. Conclusion : The academic hospitals in 2017 were at moderate level in terms of organizational learning, which can lead to some kind of imbalance and dissatisfaction for the staff in the changing circumstances of organizations.","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46320582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zohreh Nabizadeh-Gharghozar, M. Adib-Hajbaghery, Shahnaz Bolandian Bafghi
aimed Materials and Methods: This descriptive-comparative study was carried out in 1397. To compare educational system with model, which consists of four stages of description, interpretation, adjacency and comparison. The Internet search was used by the of the Nursing and the Canadian of website. Then, data were categorized and compared. Results: The course of metamorphosis of nursing masters in both Iran and Alberta is based on the needs of the community. Unlike Alberta, which is not at any level in the national curriculum, studying at nursing schools in Iran is affiliated with the Nursing Masters Exam, which is conducted through the Ministry of Health; Admission to a student in Alberta is subject to a valid language proficiency English, the average of previous periods, passing units such as statistics and research methods, having clinical experience, recommendation, and having a degree in RN. Conclusion: Health system and health services, in order to provide quality health care and thus improve patient safety, need to develop educational system based on scientific and practical competence and model of the world's top educational system.
{"title":"Comparative Study of Master of Science in Nursing (MScN) Programs in Iran and Alberta School of Nursing","authors":"Zohreh Nabizadeh-Gharghozar, M. Adib-Hajbaghery, Shahnaz Bolandian Bafghi","doi":"10.29252/DSME.7.2.23","DOIUrl":"https://doi.org/10.29252/DSME.7.2.23","url":null,"abstract":"aimed Materials and Methods: This descriptive-comparative study was carried out in 1397. To compare educational system with model, which consists of four stages of description, interpretation, adjacency and comparison. The Internet search was used by the of the Nursing and the Canadian of website. Then, data were categorized and compared. Results: The course of metamorphosis of nursing masters in both Iran and Alberta is based on the needs of the community. Unlike Alberta, which is not at any level in the national curriculum, studying at nursing schools in Iran is affiliated with the Nursing Masters Exam, which is conducted through the Ministry of Health; Admission to a student in Alberta is subject to a valid language proficiency English, the average of previous periods, passing units such as statistics and research methods, having clinical experience, recommendation, and having a degree in RN. Conclusion: Health system and health services, in order to provide quality health care and thus improve patient safety, need to develop educational system based on scientific and practical competence and model of the world's top educational system.","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42162382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elham Taherkhani, Afsaneh Sadooghiasl, Abbas Houshmand, Aliasghar Karbord
{"title":"مقایسه دو روش آموزشی چهره به چهره و نمایش فیلم بر دانش و آگاهی و مهارت احیای قلبی ریوی پایه در معلمان دو روش آموزش چهره به چهره و نمایش فیلم احیای قلبی ریوی پایه","authors":"Elham Taherkhani, Afsaneh Sadooghiasl, Abbas Houshmand, Aliasghar Karbord","doi":"10.29252/DSME.7.1.41","DOIUrl":"https://doi.org/10.29252/DSME.7.1.41","url":null,"abstract":"","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":"7 1","pages":"41-51"},"PeriodicalIF":0.0,"publicationDate":"2020-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69852632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Clinical education is an essential part of education in operating room, any problems in clinical education Creates problems for this part of the education to be effective and efficient. The aim of this study was to determine the challenging factors of clinical education from the viewpoint of the operating room and anesthesia students of Birjand University of Medical Sciences. Sampling method was census Methods: This descriptive-analytic study was conducted on students of Operating and Anesthesia Room of Birjand University of Medical Sciences in the academic year of 2015-2016. Criteria for the study was Passing at least one clinical practice unit in the operating room. A researcher made questionnaire which it's reliability was calculated and confirmed by a test-retest method was employed collect data. The data was analyzed by SPSS 16 software. Results: 194 students completed questionnaires, 51 of whom were male and 143 were female. 146 (75.3%) were operative students and 48 (24.7%) students were anesthetists. The scale of challenging factors faced by students is as follows: The educational environment 97 (50%), the scope of interpersonal communication 93 (47.9%), the range of clinical experiences in clinical education was 93 (47.9%), the domain of humiliating experiences was 74 (38.1%), and the area of unpleasant feelings was 74 (38.1%) Conclusion : Based on the findings of this study Clinical education authorities Must adopt methods to reduce the challenges of clinical education. Since the teaching environment plays an important role in solving educational challenges Therefore, special attention should be paid to these environments.
{"title":"The challenges of clinical education in operating room and anesthesia Students of Birjand University of Medical Sciences","authors":"M. Tolyat, Mohammad Taherirad, Razieh Pirannezhad","doi":"10.29252/DSME.7.1.52","DOIUrl":"https://doi.org/10.29252/DSME.7.1.52","url":null,"abstract":"Introduction: Clinical education is an essential part of education in operating room, any problems in clinical education Creates problems for this part of the education to be effective and efficient. The aim of this study was to determine the challenging factors of clinical education from the viewpoint of the operating room and anesthesia students of Birjand University of Medical Sciences. Sampling method was census Methods: This descriptive-analytic study was conducted on students of Operating and Anesthesia Room of Birjand University of Medical Sciences in the academic year of 2015-2016. Criteria for the study was Passing at least one clinical practice unit in the operating room. A researcher made questionnaire which it's reliability was calculated and confirmed by a test-retest method was employed collect data. The data was analyzed by SPSS 16 software. Results: 194 students completed questionnaires, 51 of whom were male and 143 were female. 146 (75.3%) were operative students and 48 (24.7%) students were anesthetists. The scale of challenging factors faced by students is as follows: The educational environment 97 (50%), the scope of interpersonal communication 93 (47.9%), the range of clinical experiences in clinical education was 93 (47.9%), the domain of humiliating experiences was 74 (38.1%), and the area of unpleasant feelings was 74 (38.1%) Conclusion : Based on the findings of this study Clinical education authorities Must adopt methods to reduce the challenges of clinical education. Since the teaching environment plays an important role in solving educational challenges Therefore, special attention should be paid to these environments.","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Motivation for promotion comes when an individual choices the criterion of excellence in his activity. Every person chooses different problem solving styles some of which are constructive and lead to individual development, yet some are unorganized and prevent a person from progressing. The purpose of this study was to investigate the relationship between progressive motivation and problem-solving styles in Dezful medical students . Methods: This descriptive-analytic study was carried out on 120 students of Dezful University of Medical Sciences. A simple random sampling method was used. The data gathering tools were Hermann's standard development motive (T.M.A) and PSI-style questionnaire (PSS) of Cassidy-Wolong whose validity and reliability were confirmed in various studies . Results: The participants were 120 students with an average age of 21.21 ± 1. The average students’ achievement motivation score was very high. There was a relationship between the motivation of progress and the constructive styles of problem solving (creativity, trust, and tendency). Conclusion: This study concluded that there is a relationship between the motivation for progress and the constructive styles of problem solving (creativity, trust, and tendency). The motivation for advancement and creativity to solve problems can be strengthened from an early age with the training workshops, creative ways of dealing with later issues for individuals.
{"title":"The Relationship between Progressive Motivation and Problem Solving Styles in Dezful Students","authors":"Seyyederoya Mahmoodinezhad, Leila Masoudiyekta, Mahtab Samsamipour, Mahdi Zamaniyan, Omid Mahmoodinezhad, A. Kasani","doi":"10.29252/DSME.7.1.17","DOIUrl":"https://doi.org/10.29252/DSME.7.1.17","url":null,"abstract":"Introduction: Motivation for promotion comes when an individual choices the criterion of excellence in his activity. Every person chooses different problem solving styles some of which are constructive and lead to individual development, yet some are unorganized and prevent a person from progressing. The purpose of this study was to investigate the relationship between progressive motivation and problem-solving styles in Dezful medical students . Methods: This descriptive-analytic study was carried out on 120 students of Dezful University of Medical Sciences. A simple random sampling method was used. The data gathering tools were Hermann's standard development motive (T.M.A) and PSI-style questionnaire (PSS) of Cassidy-Wolong whose validity and reliability were confirmed in various studies . Results: The participants were 120 students with an average age of 21.21 ± 1. The average students’ achievement motivation score was very high. There was a relationship between the motivation of progress and the constructive styles of problem solving (creativity, trust, and tendency). Conclusion: This study concluded that there is a relationship between the motivation for progress and the constructive styles of problem solving (creativity, trust, and tendency). The motivation for advancement and creativity to solve problems can be strengthened from an early age with the training workshops, creative ways of dealing with later issues for individuals.","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43908102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohammad Dehgani, Amir Torab-Miandoab, Sogand Habibi-chenaran, Mohammad Hossein Hayavi Hagigi, Narjes Mirabutalebi
Introduction: Regarding the role of the lesson plan on the quality of the internship course and the characteristics of the health information technology field, such as being new, interdisciplinary, and positioning in the field of health care services, researchers were looking to the viewpoint of the faculty members about the contents of the internship course of health information technology as a model. Methods: This qualitative study was conducted in 2016 using the nominal group method and Delphi technique. Sampling was done in the nominal group (7 person) and Delphi (38 person) based on objective sampling. The nominal group method was performed in 17session and the Delphi technique was performed in two round. Analysis was performed using SPSS16 software. Results: Based on the findings of this study, the first course of internship focused on the hospital's health information management and includes 16 activities. For the second course, coding and statistics training has nine activities. The third course of internships has six activities related to the management of clinical information systems, and the fourth course of internship focusing on IT skills and has seven activities. Conclusion : Considering that internship training plays an important role in educating health IT students, studying, designing and implementing a lesson plan can have a significant impact on the quality of this course. Therefore, the authorities must, in determining the content of the training course, have full supervision in implementing the lesson plan.
{"title":"Design a training content of Health Information Technology field","authors":"Mohammad Dehgani, Amir Torab-Miandoab, Sogand Habibi-chenaran, Mohammad Hossein Hayavi Hagigi, Narjes Mirabutalebi","doi":"10.29252/DSME.7.1.26","DOIUrl":"https://doi.org/10.29252/DSME.7.1.26","url":null,"abstract":"Introduction: Regarding the role of the lesson plan on the quality of the internship course and the characteristics of the health information technology field, such as being new, interdisciplinary, and positioning in the field of health care services, researchers were looking to the viewpoint of the faculty members about the contents of the internship course of health information technology as a model. Methods: This qualitative study was conducted in 2016 using the nominal group method and Delphi technique. Sampling was done in the nominal group (7 person) and Delphi (38 person) based on objective sampling. The nominal group method was performed in 17session and the Delphi technique was performed in two round. Analysis was performed using SPSS16 software. Results: Based on the findings of this study, the first course of internship focused on the hospital's health information management and includes 16 activities. For the second course, coding and statistics training has nine activities. The third course of internships has six activities related to the management of clinical information systems, and the fourth course of internship focusing on IT skills and has seven activities. Conclusion : Considering that internship training plays an important role in educating health IT students, studying, designing and implementing a lesson plan can have a significant impact on the quality of this course. Therefore, the authorities must, in determining the content of the training course, have full supervision in implementing the lesson plan.","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45663699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Educational failure entails irreparable damage to the educational system, society, family and students, and resulting in frustration, humiliation, incompetence, negative self-concept, and sometimes suicide. The purpose of this study was to determine the frequency and factors affecting the academic failure in Health Faculty Students of Semnan University of Medical Sciences. Methods: In this observational, descriptive-analytic and cross-sectional study, 150 students of three health courses; Public, Occupational and Environmental health were selected through systematic random sampling. They filled out validated questionnaires. Based on the average and conditional terms, the students were divided into two categories; with and without academic failure. Data were analyzed by SPSS 22, using Chi-square, independent t-test and ANOVA at a significant level (p <0.05). Results: The mean age of the students was 22.72 ± 3.4, and the academic failure prevalence rate was 12.7% which was most observed in females (14.44%) and in public health course (14.3%). The significant statistical relationship was observed between academic failure and marital status, educational term and level, diploma grade, being apart from parents, course selection, concentration and physical attendance of students in the classroom (p <0.05). Conclusion: Considering the relatively high prevalence of academic failure and the factors affecting it, it is necessary to take appropriate measures to motivate and increase the accuracy and concentration of students in the classroom, provide facilities and, most importantly, revise the criteria for student recruitment.
{"title":"Academic Failure in Health Students of Semnan University of Medical Sciences","authors":"B. Pourmohammadi, Gohar Kami, S. Pordanjani","doi":"10.29252/DSME.7.1.78","DOIUrl":"https://doi.org/10.29252/DSME.7.1.78","url":null,"abstract":"Introduction: Educational failure entails irreparable damage to the educational system, society, family and students, and resulting in frustration, humiliation, incompetence, negative self-concept, and sometimes suicide. The purpose of this study was to determine the frequency and factors affecting the academic failure in Health Faculty Students of Semnan University of Medical Sciences. Methods: In this observational, descriptive-analytic and cross-sectional study, 150 students of three health courses; Public, Occupational and Environmental health were selected through systematic random sampling. They filled out validated questionnaires. Based on the average and conditional terms, the students were divided into two categories; with and without academic failure. Data were analyzed by SPSS 22, using Chi-square, independent t-test and ANOVA at a significant level (p <0.05). Results: The mean age of the students was 22.72 ± 3.4, and the academic failure prevalence rate was 12.7% which was most observed in females (14.44%) and in public health course (14.3%). The significant statistical relationship was observed between academic failure and marital status, educational term and level, diploma grade, being apart from parents, course selection, concentration and physical attendance of students in the classroom (p <0.05). Conclusion: Considering the relatively high prevalence of academic failure and the factors affecting it, it is necessary to take appropriate measures to motivate and increase the accuracy and concentration of students in the classroom, provide facilities and, most importantly, revise the criteria for student recruitment.","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42419224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Safoura Dorri, Mansoureh Ashghali Farahani, Elnaz Maserat, H. Haghani
Introduction: Due to interaction with the patient, choosing the appropriate teaching method in clinical disciplines like nursing is very important. The aim of this study was to compare the method of role play with routine training methods regarding their impact on long-term learning of nursing students. Methods: This quasi-experimental study was conducted with a control group design on 74 nursing students from Iran University of medical sciences (IUMS) in 2017-18. The students were divided into two control (n=35) and experimental (n=39) groups through simple random sampling. Conventional teaching methods were used with the control group and role play teaching methods were used with the experimental group. In the next semester, each student trained two patients in the hospital. The degree of patient satisfaction with students' trainings was measured as a long-term learning index. Demographics and satisfaction questionnaire were used in this study. The data was analyzed with SPSS (V21) using descriptive and inferential statistical tests. Results: The results indicated that the average satisfaction score of patients with students' training performance was 73.26% in the experimental group and 47.22% in the control group. Therefore, they were significantly different (P <0/001). Conclusion: The findings of this study highlighted the positive effect of Role Play Training on long-term learning of nursing students. Role Play Training can lead to improved presented education to patients and thereby expand the quality of service along with increased patient satisfaction.
{"title":"Comparison of role play and conventional training methods on long-term learning of nursing students","authors":"Safoura Dorri, Mansoureh Ashghali Farahani, Elnaz Maserat, H. Haghani","doi":"10.29252/DSME.7.1.61","DOIUrl":"https://doi.org/10.29252/DSME.7.1.61","url":null,"abstract":"Introduction: Due to interaction with the patient, choosing the appropriate teaching method in clinical disciplines like nursing is very important. The aim of this study was to compare the method of role play with routine training methods regarding their impact on long-term learning of nursing students. Methods: This quasi-experimental study was conducted with a control group design on 74 nursing students from Iran University of medical sciences (IUMS) in 2017-18. The students were divided into two control (n=35) and experimental (n=39) groups through simple random sampling. Conventional teaching methods were used with the control group and role play teaching methods were used with the experimental group. In the next semester, each student trained two patients in the hospital. The degree of patient satisfaction with students' trainings was measured as a long-term learning index. Demographics and satisfaction questionnaire were used in this study. The data was analyzed with SPSS (V21) using descriptive and inferential statistical tests. Results: The results indicated that the average satisfaction score of patients with students' training performance was 73.26% in the experimental group and 47.22% in the control group. Therefore, they were significantly different (P <0/001). Conclusion: The findings of this study highlighted the positive effect of Role Play Training on long-term learning of nursing students. Role Play Training can lead to improved presented education to patients and thereby expand the quality of service along with increased patient satisfaction.","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45052416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Academic procrastination as an irrational and voluntary delay behavior is a common phenomenon among university students which is associated with many variables in personality and behavior. The aim of this study is to investigate the relationship between personality dimensions (neuroticism, conscientiousness) and self-esteem with academic procrastination on students of University of Medical Sciences in Qom. Methods: In this descriptive correlation study during 1396-97, A sample of 194 students from Medical Sciences University of Qom were selected by stratified random sampling method based on gender, six colleges. Data were collected through a standard questionnaire, Neo personality dimension, Rosenberg self-esteem and Savari academic procrastination. Data analyzed using Pearson correlation coefficient, independent t-test and multiple regression step by step. Results: There was a significant negative relationship between neuroticism with academic procrastination (P=000, r= -0/310), and conscientiousness with academic procrastination (P=000, r= -0.544), and self-esteem with academic procrastination (P=000, r= -0/336). There was a significant difference between male and female students average scores in neuroticism, conscientiousness and self-esteem with academic procrastination (P=0.01). Finally, the results of regression analysis showed that only conscientiousness predicted academic procrastination. Conclusion: Regarding the findings, planners have to create a positive personality trait in the students by providing a scientific joyful environment in order to increase their self-esteem and, consequently, reduce academic procrastination.
{"title":"The relationship between personality dimensions (neuroticism, conscientiousness) and Self-esteem with Academic procrastination among students at Qom University of Medical Sciences","authors":"Zahra Moslemi, M. Ghomi, Davood Mohammadi","doi":"10.29252/DSME.7.1.5","DOIUrl":"https://doi.org/10.29252/DSME.7.1.5","url":null,"abstract":"Introduction: Academic procrastination as an irrational and voluntary delay behavior is a common phenomenon among university students which is associated with many variables in personality and behavior. The aim of this study is to investigate the relationship between personality dimensions (neuroticism, conscientiousness) and self-esteem with academic procrastination on students of University of Medical Sciences in Qom. Methods: In this descriptive correlation study during 1396-97, A sample of 194 students from Medical Sciences University of Qom were selected by stratified random sampling method based on gender, six colleges. Data were collected through a standard questionnaire, Neo personality dimension, Rosenberg self-esteem and Savari academic procrastination. Data analyzed using Pearson correlation coefficient, independent t-test and multiple regression step by step. Results: There was a significant negative relationship between neuroticism with academic procrastination (P=000, r= -0/310), and conscientiousness with academic procrastination (P=000, r= -0.544), and self-esteem with academic procrastination (P=000, r= -0/336). There was a significant difference between male and female students average scores in neuroticism, conscientiousness and self-esteem with academic procrastination (P=0.01). Finally, the results of regression analysis showed that only conscientiousness predicted academic procrastination. Conclusion: Regarding the findings, planners have to create a positive personality trait in the students by providing a scientific joyful environment in order to increase their self-esteem and, consequently, reduce academic procrastination.","PeriodicalId":32175,"journal":{"name":"Development Strategies in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42414141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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