Background and Objectives:In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students’ educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran).Methods:In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students’ demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students’ dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests.Results:The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05).Conclusion:Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers.

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IntroductionMedical students have a serious need to acquire communication skills with others. In many medical schools, special curriculums are developed to improve such skills. Effective training of communication skills requires expert curriculum design. The aim of this study was to explore the experiences and views of experts and stakeholders in order to design a suitable training program in communication skills for medical students.MethodsThe content analysis approach was used in this qualitative study. Forty-three participants were selected from the faculty, nurses, physicians, residents, and medical students at Mashhad University of Medical Sciences using purposive sampling. The data were collected through focus group discussions and semi-structured interviews. To ensure the accuracy of the data, the criteria of credibility, transferability, dependability, and conformability were met. The data were analyzed by MAXQDA software using the Graneheim & Lundman model.ResultsThe findings of this study consisted of two main themes, i.e., “The vast nature of the present communication skills training” and “administrative requirements of the training program regarding communication skills.” The first theme included the educational needs of students, the problems associated with training people to have good communication skills, the importance of good communication skills in performing professional duties, communication skills and job requirements, the learning environment of communication skills, and the status of existing training programs for communication skills. Strategies and suitable methods for teaching communication skills and methods of evaluating the students in this regard also were obtained.ConclusionThe findings of this study were the elements required to design a proper and local model to teach communication skills to medical students through analyzing the concepts of effective communication. The results of this study can be useful for medical faculties in designing a proper program for teaching medical students how to communicate effectively with patients and colleagues.

IGF-1 appears as a positive indicator for severity of CAD assessed by the Gensini score, and thus its concentration may be an important indicator for assessing the extent of coronary artery involvement.

Introduction:Morning report is an important teaching method for interns and externs. Achieving the objectives of morning report affects future performance. This descriptive cross-sectional study was conducted to analyze the effectiveness of morning reports. Methods: Viewpoints of 85 interns and externs at the cardiology wards of teaching hospitals of Mashhad University of Medical Sciences in the academic year of 2012-2013 were investigated. The instrument for data collection was a researcher-made questionnaire. Data were analyzed by chisquare and independent t-test. Effectiveness was defined as the rate of the achievement of the goals of morning reports based on dividing the total score of the questionnaire (54 scores) into three parts of 0-17 (poor effectiveness), 18-36 (moderate effectiveness) and 37-54 (good effectiveness). Results: The effectiveness of morning report sessions without the presence of residents was reported as moderate in hospital A, and the effectiveness of morning report sessions with the presence of residents in hospital B was reported as moderate in the opinion of interns and poor in the view of externs. There was no significant difference between the viewpoints of interns in hospitals A and B with regard to the effectiveness of morning report sessions (p=0.169). Conclusion: Results indicate that the higher academic level of subjects discussed in morning reports with presence of residents caused a reduction in the participation rate of interns and externs, thereby decreasing their learning and satisfaction. However, without the presence of residents, the students' feelings of fear and anxiety were reduced and their satisfaction was heightened. Abstract Article infoArticle Type:Original Research