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Background & Objective: Teambased learning (TBL) is an effective method of interpersonal skills training which results in the higher satisfaction of students with learning Moreover cooperative learning results in attainment of problem solving skills resolving of learning issues and critical thinking Therefore the present study was conducted with the aim of determining the effect of TBL of medical information systems course on academic achievement in postgraduate students of Kerman University of Medical Sciences Iran Methods: This quasiexperimental interventional study was conducted using pretest and posttest method during two semesters The study population consisted of graduate students of Kerman University of Medical Sciences The participants (30 subjects in the intervention group and 30 in the control group) were selected through census and purposive sampling The subjects were randomly allocated to the intervention and control groups The collected data were analyzed using SPSS software Results: All subjects were admitted to the postgraduate program in 2014 The mean age of participants was 29 ± 41 years in the range of 2346 Moreover 550% of the participants were women and 617% were single and living in the dormitory The mean critical thinking score before and after the intervention was 262 ± 2876 and 271 ± 249; the difference was statistically significant (P < 0013) A statistical significant difference was observed between the mean total score of students in the intervention and control groups (P = 0001) Conclusion: The results illustrate that TBL is more effective in the increasing of training skills communication techniques critical thinking and satisfaction among students in comparison to the lecture method These results illustrate the students tendency toward active and cooperative learning in comparison to traditional unilateral and passive teaching methods TBL is effective in promoting critical thinking and academic achievement among students in comparison with conventional methods

Background & Objective: Little attention has been paid to generating systematic evidencebased qualitative approaches to effective education This study aimed to explore postgraduate students and mentors view points experiences and perceptions about effective education and its related factors in Kerman University of Medical Sciences Iran Methods: In this qualitative study using content analysis method and purposive sampling 32 postgraduate students and 7 mentors were recruited An interview guide was used to collect data through focus groups via indepth interviews After obtaining verbal informed consent data were recorded transcribed and analyzed using content analysis method To ensure validity of the data the acceptability and confirmability criteria were utilized Results: Two main themes were extracted from the viewpoint of postgraduate students and the mentors the direct and indirect factors related to effective education Direct factors included the factors related to student mentor educational environment and motivation Indirect factors were national educational system evaluation system for students and economic factors Conclusion: Both postgraduate students and mentors believe that effective education is a complex issue and macrofactors such as educational system and microones such as mentors and students characteristics are important In addition there is inconsistency in students and the mentors perception about the roles of the other one mentors believe that this is the responsibility of the students to learn and be selfmotivated while the students mentione that this is mainly the mentor responsibility This is an important topic which should be considered for planning effective education

Background & Objective: Spiritual wellbeing is the most recent aspect of health and is the sole force that harmonizes physical mental and social aspects Academic citizenship behaviors are voluntary humanitarian valuebased and ethical acts carried out by students without any expectations Therefore the present study was designed to investigate the relationship between spiritual wellbeing and academic citizenship behaviors of postgraduate students of Kerman University of Medical Sciences Iran Methods: This was a descriptiveanalytic study The study population consisted of 350 postgraduate students of Kerman University of Medical Sciences The subjects were selected from 7 schools of this university using proportionate sampling Data collection tools were the Ellisons and Paloutzians Spiritual Wellbeing Scale and the Academic Citizenship Behavior Questionnaire Data were analyzed using descriptive and inferential statistics in SPSS software Results: The spiritual wellbeing of postgraduate students was at medium and high levels and academic citizenship behavior of students was also at a high level The spiritual health and academic citizenship behaviors of doctoral degree female married and older students were higher than others The higher the score of students spiritual health was the higher the score of academic citizenship behaviors was Conclusion: According to the results of the study it is recommended that more attention be given to the spiritual health of students Moreover curriculum related to ethics must be introduced by universities as an effective factor in positive values to students In addition through strengthening of students spiritual health it can be expected that students with maximum ability and ethics will graduate and take responsibility for public health of the society

Background & Objective: The lack of critical thinking among students indicate that nursing education in achieving professional did not success and nurses foster thoughtful and it still remains a challenge in the world Accordingly in recent years learning styles new and creative methods of facilitating critical thinking such as studentcenter teaching methods have been given more attention The association between learning styles of postgraduate students with critical thinking in School of Nursing and Midwifery Kerman University of Medical Sciences was designed Methods: This was a descriptiveanalytical correlation with the study of 90 nursing students at the graduate level (Masters and PhD) university in 2011 and 2012 Instruments were two questionnaires California critical thinking form B and Kolb learning styles Results: There was a significant correlation between the critical thinking and teaching approaches (P < 0001) so that active teaching approaches students (studentcentered) were better trained in critical thinking Between learning styles and critical thinking were also correlated so that the converging style (1304 ± 267) and most accommodating style (382 ± 133) have the lowest average critical thinking Conclusion: The results of the studies one on revising instructional strategies current use of active teaching strategies to improve critical thinking and attention to individual learning styles are emphasized