Background: Evidence-based medicine is one of the most important topics in medical sciences that requires a proper teaching method. Very few studies have evaluated EBM education outcomes through peers and TBL workshops. The purpose of this study was to compare the effect of evidence-based medicine (EBM) education through peers with TBL workshop method in medical students.Methods: This quasi-experimental study was conducted on 42 medical students of the Faculty of Medicine in Iran University of Medical Sciences (IUMS) in 2019 who were selected through convenience sampling. Students were divided into 2 experimental and control groups based on the randomized blocking method. The data collection tools were 2 questioners that evaluated EBM knowledge and satisfaction in both intervention and control groups. The knowledge of students was compared using pretest and posttest and their satisfaction was evaluated at the end of the TBL workshop and peer education. Data were analyzed by SPSS software and descriptive tests (t test and ANOVA), and significance level was set at 0.95.Results: A significant difference was found between the level of basic knowledge (pretest) and secondary knowledge (posttest) in the EBM education through TBL workshop method compared to peer method. The average scores gained by students in TBL workshop were 3.8 more than the peer teaching method. The results of the Satisfaction Questionnaire were 74% in control group and 86% in the experimental group.Conclusion: EBM education through TBL workshop both increased students' knowledge and satisfaction compared to peer education. Thus, it can be concluded that providing EBM education by expert and qualified teachers through face to face teaching strategy can be effective in knowledge translation. However, peers can participate in educational sessions as facilitators.

BACKGROUND: Learners have various processing and understanding of the environment and issues and choose different strategies for problem-solving considering learning and studying approaches. The purpose of this study was to examine medical students’ learning approaches and their association with academic performance and problem-solving styles. MATERIALS AND METHODS: This study was conducted using the descriptive-correlational method. The statistical population comprised medical students of Iran University of Medical Sciences during the academic year of 2019–2020. Of them, 168 subjects were chosen based on simple random sampling and Morgan Table. Study tools include the Standard Approaches and Study Skills Inventory for Students (ASSIST) Questionnaire, which includes 18 items and a Likert five-choice spectrum, and includes a deep, superficial, and strategic approach. Its reliability was determined by Cronbach's alpha of 0.81. Problem-Solving Style Questionnaire developed by Cassidy and Long was used. This instrument included 24 items and 6 components, and its reliability equaled 0.83, which was their grade point average. Data were analyzed using normality tests, paired t-test, Pearson correlation coefficient, and regression through SPSS 16 software. RESULTS: Results implied the positive and significant relationship between deep-strategic approaches, problem-solving styles, and academic performance of medical students ( P < 0.001); furthermore, there was no significant difference between learning approaches based on gender ( P > 0.001), while there was a significant difference between two groups in terms of problem-solving styles ( P < 0.001). CONCLUSION: Because deep and strategic approaches predict academic performance and problem-solving styles, the diagnostic assessment must be done at the beginning of the educational process to determine the type of learners’ approaches. Such an evaluation can be used to implement instructional strategies and educational designs to improve the academic performance of students.

Clinical decision-making is a critical skill for the safety of mothers and infants. The KFs is an approach used to assess the decisionmaking skill of undergraduate medical and paramedical students. the development and assessment of this cognitive skill are essential in midwifery education.

Introduction:The efficacy and success of an organization depend on its employees' performance and satisfaction. On the other hand, motivating employees to improve their work quality and increase their productivity are essential principles of one organization's staff management.Objective: This research aimed to study the motivation and job satisfaction and their relations in hospital staff in Sanandaj Kurdistan province. Materials and Methods:As a cross-sectional study, 175 hospital employees in Sanandaj were selected through a simple random sampling method. Scales were Verve's Bayfield test for measuring personal satisfaction, and a researcher-made questionnaire according to the Herzberg theory for measuring job motivation which its initial Cronbach was in an acceptable range (0.87). Data were analyzed through SPSS version 22. Results:The overall mean of job satisfaction for nurses was 3.12, for office personnel 3.09, and personnel in the service category was 2.75, these means are below the normal mean. Job satisfaction didn't show meaningful differences between groups but it has a positive correlation with motivation (r=0.572). Among motivational factors, the sense of responsibility with 3.9 score, development and progress 3.18, and health-related factors such as good income 3.9, and good relationship with others 3.81, were prioritized in the second level of determinative factors. Discussion and Conclusion:According to the study findings, and the fact that motivation and job satisfaction are highly influential factors in increasing the productivity of an organization, hospital management should pay special attention to motivating employees and improving approaches to increase satisfaction among their staff.

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