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Background and Objectives: The validity of an educational system is dependent on students' learning. Learning is a complex variable which is affected by multiple factors. One of the most important factors is learning styles. Knowledge of learning styles of students to educational programs is very important. Therefore, this study aimed to determine students' learning styles among students of Para medicine and Health faculties in Golestan University of medical sciences. Methods: In this cross-sectional study, 401 students of the faculty of Para medicine and Health in Golestan University of Medical Sciences since 1391 till 1392 were selected and filled out the Standard Kolb Learning Style Inventory (LSI) which was previously tested for reliability (8.0). Data was analyzed with SPSS version 18.0 using Chi-square and Fisher's exact test. Results: The mean age of students was 20.57 and 71.8 percent of them were female students. Learning styles of students included a convergent (63.4 %), absorber (25.4 %), accommodating (7.5%) and divergent (3.7 %). Learning style of study had no statistically significant difference in comparison to sex, school, age, GPA, credits, semester and education levels (P>0.05). Conclusion: Converging and absorbing learning styles were more dominant among students. Therefore, it is recommended to use training methods which fit this style such as showing hand-writings and presentations with self-study materials, simulations, laboratory assignments and problem-based learning.

Introduction: The aim of this research is to study the relationship between cultural capital with Students' learning and study strategies in Gorgan University of medical sciences. Methods: This research is a kind of descriptive – correlation investigation and has been carried out according to field study. The second to fourth-year students in the fields of medicine, health, nursing and midwifery, medicine and dentistry, studying in Gorgan University of medical sciences. The statistical society of this project includes 765 students. Of those, 262 students based on the table krejcie -Morgan as the sample size and randomly were selected. To measure the variables of the Learning and Study Strategies Inventory Wayne Stein (1987) and cultural capital questionnaires have been used in order to collect the data. In order to evaluate the existence of the relationship and the correlation between the variables and for the prediction of the dependent variable, independent variables through multiple regressions were used to SPSS 16 Software. Results: The results of the research showed that there was a significant relationship between cultural capital with Learning and Study Strategies. There was a significant relationship between institutionalized cultural capital and Will and Self-Regulation. In other words, whatever the institutional capital increase in students, the students' enthusiasm and self-regulation regarding the use of learning and study strategies increases, therefore, whatever the quality of the students' families from culturally is higher, the application of their learning and study strategies is also higher. But there was not a significant relationship between objectified cultural capital and Skill. There was a significant relationship between institutionalized cultural capital with three dimensions of Learning and Study Strategies (Skill, Enthusiasm, and Self-Regulation). Also there was significant relationship between embodied cultural capital and only enthusiasm. This means that by increasing the consumption of cultural products, the students' desire on the application of learning and study strategies will increase. Conclusion: Totaly, whatever social class, family background, different investment and commitments towards the training and education of student's increases, the application of their learning and study strategies will be increased.

Background: Sedentary life is one of the most important risk factors for many diseases and disorders. Trantheoretical Model is one of the behavior study models, considering peoples readiness to behavioral change. The aim of the current study was to investigate regular physical activity based on transtheoretical model among Health and Paramedic Schools of Golestan University of Medical Sciences. Methods: in a cross-sectional analytic design in spring 2013, 403 undergraduate students who recruited through census method. Data gathered using by Marcus et al's, stages of change measure along with Nigg et al's, Decisional Balance, Self- Efficacy, and Processes of Change measures.Gathered data were analyzied through descriptive statistics, Chi-square, Kruskal-Wallis, Mann-whietny, and logistic regression tests in SPSS software ver.15. Result:Fourty four point three percent were in precontemplation stage, 5.2% in contemplation,40% in preparation, 3.5% in action, and 7% in maintanenec stage.There was a significant relationship between physical activity stage of change with cons , pros,self-efficacy,expirential and behavioral processes (p

Introduction: Retraining is an important way for professional development of health staff and keeping them up to date, and evaluation is one of the essential principles for enhancing the efficiency of these trainings. The aim of this study was to determine the viewpoints of paramedics employed in Golestan province towards continuing education programs. Methods: In this descriptive study, 274 samples were selected out of 1016 paramedics employed in clinics of the province, through systematic random sampling. The data gathering tool was a questionnaire. Data was analyzed by SPSS software using descriptive statistics, Chi², and independent T-test. Results: Among the participants, 26.2%, 41.8%, 25.5% and 6.5% had very weak, weak, average, and desirable viewpoint towards the courses, respectively. As the motivation for participating in the courses, 55.5% mentioned achieving points for job promotion opportunities, 21.2% resorting and reviewing former information, 13.8% exchanging information and experiences with other colleagues, and 9.5% mentioned seeking solutions for their professional problems. Thirty one percent reported lack of equity and fairness in participating in the programs on behalf of their direct administrator and 33.9% stated that the planning for participation in these courses was not favorable. Conclusion: Participants had a weak or very weak viewpoint toward programs and regarded their motiva-tion for participation in these programs as achieving points for job promotion. It is necessary for admini-strators to plan for changing the staff's viewpoint toward participation in continuing education programs.