Background The importance of mobile phones has become one of the new research topics in health professions education due to the ease of access and flexibility. Although novel approaches to health professions education recommend the use of educational technologies, such as mobile applications, a limited number of studies have been conducted with regard to learning anatomy through mobile applications. Considering the increasing needs of medical students for mobile technology to meet their educational needs, wants and desires, we decided to explore the features of an anatomy mobile application. Methods This qualitative study was conducted in two stages of holding focus groups, and an expert panel session. Students of basic Medical sciences, and faculty members of anatomy at Iran University of Medical Sciences formed the research participants. Semi-structured interviews and note-taking were used to collect the data. Moreover, Brown and Clark methods were used for thematic analysis. Finally, four criteria presented by Lincoln and Guba for qualitative studies were used to ensure the credibility, confirmability, trustworthiness and transferability of the data. Results Based on the data analysis, 37 codes that could be used to design anatomy mobile content for medical students were extracted. These features were categorized into eight main themes of “visual richness”, “scientific comprehensiveness”, “auditory richness”, “affordability”, “user-friendliness”, “self-assessment”, “interactive content” and “user support”. Conclusion This study explored the features of an anatomy application that can be used by educational app developers. Anatomy departments at Medical Universities, policymakers, and curriculum planners in the field of medical education can also adopt the findings of the present study.

Introduction: Professors' communication skill is one of the main factors guaranteeing the improvement of education quality. Therefore, regarding this significant role and the special role of the students in evaluation of the professors' performance and the effect of the communication of the professor and the students on the evaluation scores, this research has investigated the relationship between the faculty members' communication skills and the results of evaluation of them by the students in Iran University of Medical Sciences. Research Method:The current study is a descriptive-analytical one of crosssectional type conducted on 10 education groups of Iran University of Medical Sciences in the academic year 2016-2017. The data collection tools were Queendom communication skill questionnaire and the scores of the evaluation of the professors' performance by the students. The SPSS13 software and statistical tests such as Pearson's correlation coefficient and variance were used for analyzing the data. Findings:The data analysis indicated that the mean score of the total communication skill was 117.77. The mean score of the evaluation of the professors was 16.68. The highest mean score of evaluation belonged to the orthopedic group (18.41), and the lowest mean score belonged to the gynecology group (15.82). Pearson's correlation coefficient indicated a direct significant relationship between the score of communication skill and the score of the evaluation by the students (p≤0.05). The variance analysis indicated that there is a significant difference between the mean scores of evaluation and communication skill of the groups (p≤0.05). Conclusion:Paying attention to the issue of communication skill of the medical sciences professors requires a special look. Therefore, it is necessary to apply appropriate planning in order to upgrade and educate this skill, especially in clinical fields, so that we can guarantee the learners' satisfaction and the education quality.

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