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Fieldwork education is an integral part of the educational process in occupational therapy and assessing student competency at the end of fieldwork is important. The aim of this study was to design and conduct an Objective Structured Clinical Examination (OSCE) based on the Occupational Therapy Practice Framework (OTPF) for occupational therapy students on Level II fieldwork in Iran. A seven-station OSCE was designed and conducted with 13 students. Face and content validity of the exam scenarios and grading checklists was assessed via faculty review. The correlation between scores from each station and total OSCE scores were obtained to assess construct validity. Inter-rater reliability between two independent examiners at each OSCE station was determined. The participants’ (including both students and examiners) reactions to and learning from the exam was assessed using a self-report questionnaire that included participants' attitudes, satisfaction, and emotional response to the OSCE. Finally, a focus group of 12 examiners was conducted to examine the strengths and weaknesses of the exam. It was ascertained that the OSCE had good and acceptable face, content, and construct validity as well as inter-examiner reliability. All students reported that the exam was stressful, and most students (n=8, 61%) and examiners (n=5, 42%) reported there was not enough time for each station. Strength and weaknesses of the exam as related to the exam condition, exam content, students, and examiners were reported. Based on the qualitative and quantitative analysis of the results, in order to use OSCE as a method of evaluating occupational therapy students, some changes should be applied.

Background: Clinical education is a vital factor in the process of learning in medical sciences universities. The aim of the present study was to explore the perspectives of fieldwork educators and students concerning barriers to occupational therapy fieldwork education in Iran. Materials and Methods: A qualitative research was conducted from May 2019 to April 2020 to address the study objectives. The data analysis was performed using conventional content analysis based on Graneheim and Lundman's approach. Purposive sampling was used to enroll 12 educators and 14 students of various backgrounds (physical disabilities-adult, physical disabilities-pediatrics, psychosocial-adult, and psychosocial-pediatrics) in the study. Results: The findings indicated that the main themes were related to fieldwork educators, fieldwork settings, educational planning, students, and educational regulation. Conclusions: It can be concluded that the perspectives of students and occupational therapy educators regarding the field of clinical education are not only important but also useful for the attainment of effective clinical education and the development of knowledge related to rehabilitation nursing education. Therefore, educational planners should develop effective programs based on these themes.

Background and Objective: This study aimed to evaluate the relationship between self-determined motivation and work engagement of faculty members of Iran University of Medical Sciences. Materials and Methods: This descriptive and correlational study was performed on faculty members of Iran University of Medical Sciences in four schools of health, medicine, paraclinical and behavioral sciences, and mental health. In total, 100 subjects were selected using the Cochran formula. Research tools included work engagement (Salanova and Schaufeli [2002] with 0.99 reliability). In addition, data analysis was performed in SPSS version 21 using normality, correlation, and multiple regression tests. Results: According to the results, 44% of the subjects were male, and 56% were female. There was a significant and positive correlation between internal, introjected, and self-determined motivation and work engagement of the faculty members. On the other hand, there was a negative and significant relationship between internal and external amotivation and work engagement of the participants. Results indicated that 22% of the variance of work engagement could be predicted based on the dimensions of self-determined work motivation. In addition, 17% of the variance of self-determined motivation could be foreseen according to the dimensions of work engagement. Conclusion: According to the results of the study, high levels of self-determined work motivation could have positive outcomes, such as work engagement. Given the fact that work motivation could be predicted by the dimensions of work engagement, it is necessary to design methods to maintain a high level of work motivation in faculty members by planners and decision makers of this field.

Introduction: There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. Methods: 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. Results: Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity). Conclusion: By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education.

BACKGROUND: Education development centers (EDCs) have a vital role in improving the quality of medical education. This study was conducted with the aim of discovering educational leadership characteristics in EDCs. MATERIALS AND METHODS: This study was carried out with a qualitative approach and using a conventional content analysis method. The sampling was purposive. Twenty-four faculty members, managers, and experts of EDCs in the universities of medical sciences included 13 males and 11 females participated in this study. Semi-structured interviews were utilized for data collection. The conventional content analysis approach was utilized to analyze the data. RESULTS: From the data analysis, two categories included “personality characteristics” and “job characteristics” and six subcategories included reliabilism, humanness and altruism, accountability, decisiveness, dynamism and perfectionism, and knowledge, experience, and expertise and 24 codes were extracted. CONCLUSION: Results obtained in the present study will help to increase the awareness of the educational leaders of the EDCs in improving their personality and job skills and this will lead to the qualitative development of educational leadership.

Introduction: Professional ethics is defined as values, principles and norms governing the conduct of profession. Specific liabilities are required for each specific job. Due to the sensitivity of midwifery in health promotion, the present study aimed to determine the relationship between teachers professional ethics of teaching and midwifery students self- efficacy in the School of Nursing- Midwifery, Yazd. Method: A cross-sectional descriptive study has been carried out in 2015. All undergraduate midwifery students in semester 3 and above answered Scherrer questionnaire of professional ethics and self-efficacy. the validity and reliability of the questionnaires have previously been approved. Descriptive and analytical statistics were analyzed using SPSS V.18. Results: The mean and standard deviation of efficacy of midwifery students was 55.1± 26.09 and teachers’ professional ethics of teaching 82.61± 44.8. The relationship between these two variables with the Pearson correlation coefficient was (r=0.321 P= 0.001). The regression formula for linear relationship between two variables, efficacy and ethics of the profession showed Y=93.68 + 0.321 X. Increasing teachers professional ethics, midwifery students self-efficacy also increased (P=0.001). A significant relationship is found between the students’ self-efficacy and teachers’ personality traits(P=0.001) , mastery over the course content (P=0.049) and methodology of teaching (P=0.034) as well as observing the educational rules (P=0.030). Conclusion: Regarding the relationship between the teachers’ professional ethics of teaching and students’ self-efficacy it is essential for teachers, planners and educators to consider components of professional ethics.

Background: There is a global interest for deploying faculty members′ activities evaluation systems, however implementing a fair and reliable system is a challenging issue. In this study, the authors devised a model for evaluation of faculty members′ activities with regard to their viewpoints and meta-evaluation standards. Materials and Methods: The reliability of the current faculty members′ activities metrics system was investigated in Medical School of Tehran University of Medical Sciences in 2014. Then authors conducted semi-structured interviews regarding meta-evaluation standards and designed a questionnaire based on interviews′ results which were delivered to faculty members. Finally, they extracted the components of the model regarding interviews′ content analysis and questionnaire′s factor analysis and finalized them in a focus group session with experts. Results: Reliability of the current system was 0.99 (P < 0.05). The final model had six dimensions (mission alignment, accuracy, explicit, satisfaction, appropriateness, and constructiveness) derived from factor analysis of the questionnaire and nine factors (consensus, self-reporting, web-based system, evaluation period, minimum expectancies, analysis intervals, verifiers, flexibility, and decision making) obtained via qualitative content analysis of the interviews. Conclusion: In this study, the authors presented a model for faculty members′ activities evaluation based on meta-evaluation of the existing system. The model covered conceptual and executive aspects. Faculty members′ viewpoints were the core component of this model, so it would be acceptable in a medical school to use the model for evaluating their activities.

Background: Holding educational sessions in a clinical environment is a major concern for faculty members because of its special difficulties and restrictions. This study attempts to recognize the challenges of the ward round teaching through investigating the experiences of clinical teachers in 2011. Materials and Methods: This qualitative research is carried out through purposive sampling with maximum variation from among the clinical teachers of major departments in Isfahan University of Medical Sciences (9 persons). The sampling continued until data saturation. Data were collected through semi-structured interview and analyzed through Collaizzi method. Data reliability and validity was confirmed through the four aspects of Lincoln and Guba method (credibility, conformability, transferability, and dependability). Results: Three major themes and their related sub-themes (minor themes) were found out including the factors related to the triad of clinical teaching (patient, learner, and clinical teacher) (concern about patient′s welfare, poor preparation, lack of motivation, ethical problems), factors related to the educational environment (stressful environment, humiliating environment and poor communication) and the factors related to the educational system of the clinical environment (poor organizing and arrangement of resources, poor system′s monitoring, bad planning and inadequate resource). Conclusion: Ward round teaching has many concerns for teachers, and this should be recognized and resolved by authorities and teachers. If these problems are not resolved, it would affect the quality of clinical teaching.

Background Based on the plan of revolution and innovation in medical education that was issued by the Iranian Ministry of Health and Medical Education, and the extensive role of such programs in the qualitative promotion of universities, The academic ranking of world universities is of great importance, since the qualitative and quantitative implementation of academic ranking can influence the realization of the university’s goals. Hence, the current study aimed at collecting data about the academic ranking of world universities as well as its criteria and indices and their relationship with globalization. Methods To gain access to reputable databases in university ranking, an extensive search was performed in Google Scholar. Thereafter, after getting access to reputable databases such as Shanghai Jiao Tong University (SJTU), Times higher education world University ranking (THE), Quacquarelli Symonds world University rankings (QS), Webometric, and Islamic world science citation center (ISC), data were collected and classified. Results Based on the collected data, the history of university rankings and ranking systems, as well as criteria and indices pertaining to the academic ranking of world universities, was derived, and the specificities of the criteria and indices were discussed. Conclusions University rankings are usually performed on a combination of performance-associated indices and criteria. Efforts to achieve a desirable position based on the criteria and indices of the ranking system play an important role in the promotion of educational quality and globalization.

Introduction: Researches has shown that one of the important keys to learning "teaching method" and the impact of other factors such as teacher characteristics on student learning are minimal. So in recent years, medical education has undergone tremendous changes and has developed a variety of new methods of teaching. The purpose of this study was to explore the experiences and perspectives of basic sciences faculty members of medical school of Tehran university of medical sciences regard to different teaching methods. Methods: In this qualitative study in 2013, using purposeful sampling, thirty faculty members from different academic rank, degree, school and training records participated in the research. The data gathered by In-depth interviews. All of the interviews tape recorded transcribed verbatim and analyzed according to the content analysis method. Results: The main themes taken from the study "method of teaching", "Choosing and applying various methods of teaching" and "Barriers and facilitators of teaching methods" are. Different ways of teaching among teachers in three general categories: traditional techniques, new methods, techniques and fusion categories were merged. Choosing and using different teaching methods, teaching time in this study can be school supplies, teacher's personality and interest rates, he pointed to the proper functioning of the system and the education system. Conclusion: These results indicate that despite the fact that most science teachers agreed with the implementation modern methods of education, but due to the lack of suitable substrates and administrative obstacles, the methods to graduate students at has been considered more appropriate. Furthermore, this study showed that teachers and students are prepared for transformation and modernization of medical education. Development actors in the educational system need to be able to think well, a good theory should be able to argue a new theory and practice in the field to operate.

Introduction: Review of the literature indicates that few researchers have examined the issue of motivation in medical education context. Hence construction of appropriate measurement tools can be a step toward encouraging researchers to address this particular issue. This study examined psychometric characteristics of tools for measuring Intrinsic Motivation Inventory (IMI) and Perceived Motivational Climate Scale (EPCM) in medical students. Methods: A sample of 222 Iranian medical students completed Iranian versions of the EPCM, and IMI in a descriptive study. For assessing reliability of instruments, test-retest method and calculating Cronbach's alpha were used. Confirmatory factor analyses were carried out to confirm the factorial validity of tools. Results: After modification of the questions in both instruments, acceptable reliability coefficient was found. Confirmatory factor analysis indicated that these tools have appropriate goodness of fitting indices. Conclusion: The modified IMI (i11 questions), and EPCM (16 questions) have appropriate reliability and validity for use in medical education.

Introduction: the method and way of learning and teaching are effective in acquiring clinical skills, and identifying the shortcomings of learning and teaching will lead to better planning. The purpose of this study was to explain the experiences of the learning clinical procedures of the internal medicine residents in gastroenterology department. Methods: qualitative study using content thematic analysis was done. Six fourth-year residents were selected and interviewed considering purposive sampling. The data of the interviews were transcribed and analyzed after rereading. Results: the collected data are divided into three categories: learning and experience with the following four categories (learning time and experiencing, leaning and experiencing times, learning and experiencing opportunities), training and the lack of the training of some procedures. These categories are explained by using some quotes derived from the data. Conclusion: the results of this study suggest that the administrative management of internal residency is poor and should get seriously in implementation and application of intended instructions existing in the prepared program of Medical Education and Specialized Council of internal residency period. The attending physicians and residents must be aware of the content of education program at the beginning of the residency periods and the trainers must try to supervise the residents’ education.

Introduction: Second National Medical Sciences Olympiad was done in Shiraz in August 2010 with aim of indentifying scientifically talented individuals, motivating students and orienting extracurricular activities. This Olympiad was done in 3 areas, basic sciences, clinical sciences and management. In clinical sciences, we used TOSCE (Team Objective Structured Clinical Examination). In this article we report the details of this exam and participants′ satisfaction. Materials and Methods: This Olympiad in Clinical Medical Sciences was held in 2 levels: Individual and team. In the team stage, 9 teams from 9 universities participated. We used TOSCE for measuring clinical competency of teams. Each team consisted of 3 students. We designed 12 stations based on emergency medicine in medical and surgical fields. The time considered for each station was 15 min, after doing this exam the view of students was measured using a valid and reliable questionnaire. Results: Most of the students believed that TOSCE was a useful examination for measuring competency. More than 50% of students reported that success in this exam needs clinical competency, team work and problem solving ability. Nearly, half (48.1%) of students believed that 15 min is not enough for each station and they need more time. Conclusion: The results of this study showed that this kind of exam is useful for measuring clinical competency from students′ viewpoint .

Clinical reasoning is not only a critical skill in medicine, but also central to the clinical practice. Considering that there is no method of assessing clinical reasoning based on the theoretical framework of medical expertise research, we could approach assessment in an innovative way taking the model of clinical reasoning as a guide. In this model three major components of clinical reasoning (i.e. information gathering, hypothesis formation and hypothesis evaluation) have been measured, treating them collectively as a single score that reflects clinical reasoning competency. This battery permits the inclusion of different formats of clinical reasoning tests that cannot be administered simultaneously and assesses different aspects of clinical reasoning. This article explains the process of designing and implementing the battery of clinical reasoning in the first Olympiad for medical sciences students using action research method.

Introduction: DREEM (Dundee Ready Education Environment Measure) model is used as a diagnostic tool for assessing educational problems and effectiveness of educational changes as well as identifying the difference between real and optimum environments. This tool measures the teaching and learning environ-ment. The aim of this study was to investigate the viewpoints of residents and interns of four main clinical wards in four main hospitals of Iran University of Medical Sciences about the educational environment. Methods: This descriptive cross-sectional study was performed in four main clinical wards (internal medicine, pediatrics, surgery, and gynecology) of four university hospitals (AliAsghar, Rasoule Akram, Firouzgar, and AkbarAbadi). The DREEM questionnaire with some minor changes in accordance with the national culture was used as a standard tool. The fifty item questionnaires including five domain of learning, teachers, student's perception about her/his scientific capability, the climate dominating the educational environment, and student's perception about his/her social status were distributed among residents (n=86) and interns (n=107). Data was analyzed by SPSS software. Results: The mean of the achieved scores in 5 domains was 140.6 out of 200 which was considered as positive. Comparing the mean of 5 domains showed no significant difference. The mean of the domains earning 70.3% of the score was assessed almost desirable. The viewpoints of two genders of learners showed no significant difference. Residents' viewpoints differed significantly from interns' viewpoints. The total score of gynecology ward was significantly lower than internal medicine and pediatric wards but it was not significantly different from surgery ward. Conclusion: Although, the educational environments of clinical wards were evaluated as almost desirable (in internal and pediatrics wards), it is essential for faculty members to place more efforts on observing principles of instructional design and create an appropriate educational environment in order to provide a better learning for students. DREEM model may be used for monitoring and assessing modifications and changes made in educational programs.

Abstract Introduction: The way nursing students communicate with patients can show their actual performance in the future. This research was performed to determine how nursing students communicate with hospitalized patients in hospitals affiliated to Kerman University of Medical Sciences in. Methods: In a descriptive study, 175 students who had medical surgical unit, were selected by census sampling method in the year 2005. Data gathering was done by a 29 item checklist. While interacting with patients, each student was observed by a trainer three times in the ward, and the results were recorded. Data analysis was done by SPSS software using mean, and standard deviation, and the comparisons were made by t-test, ANOVA and Tukey. Results: The mean and standard deviation of nursing students’ scores in communicating with patients were 58.98±13.76 out of 87. The students’ performance was desirable at the beginning of interview and in interaction skills, semi-desirable in problem follow up and disease description, and undesirable at the end of interview. There was no significant difference between the mean scores, according to different age groups, semester of study, year of the study and the type of ward they were attending. Conclusion: Although students’ communication skills are in a desirable level, revising educational programs and improving teaching methods with focus on communication skills are recommended. Teaching theoretical base of the related subjects at the same time with practice in clinical settings is also suggested.

Introduction: Hidden curriculum is important in medical education and has numerous, long-lasting effects on medical residency. The present scoping review seeks to investigate, identify, and plot the main concepts relating to hidden curriculum and its dimensions, domains, impacts and factors in medical residency courses based on the main references and evidence.Methods: Scoping review methodology was used to guide a search of electronic databases for relevant papers. Of the 394 abstracts initially identified, after screening of both abstracts and full-text papers, 43 studies were selected for inclusion in this review. Following abstraction of key information from each study, a content analysis was undertaken.Results: Eleven themes were identified from the content analysis: 1) Organizational Issues (13.77%), 2) Socio-cultural Issues (10.5%), 3) Professional Issues (13.41%), 4) CommunicationalFactors (8.7%), 5) Educational Issues (22.83%), 6) Resident Personal Characteristics (21.01%), and 7) Resident Educational Characteristics (9.78%). Among the extracted effective hidden curriculum factors, the role modeling had the highest frequency and was emphasized in the studies.Conclusions: Although this study explained and identified the components, elements and also the preparation of the initial format of the hidden curriculum framework of the medical residency program, its results can reduce the negative effects of the hidden curriculum on it. More extensive and in-depth studies with different qualitative methods or mixed methods related to the hidden curriculum in different contexts and disciplines of medical residency are recommended to define characteristics of a constructive hidden curriculum of medical residency programs.

Introduction: Clinical empathy ascertains the quality of doctorpatient relationship and entails beneficial outcomes for both parties. Role-modeling is a major factor in promoting clinical empathy skills of medical students. The present study attempted to explain the importance of role-modeling in clinical empathy of medical interns. It was also intended to obtain a better and more profound understanding of the subject based on the experiences of medical interns. Methods: In this qualitative conventional content analysis, semistructured individual interviews were conducted with 14 medical interns and 6 clinical professors. The participants were selected by purposive sampling. All interviews were recorded, transcribed, and analyzed. Trustworthiness, credibility, and confirmability of the data were confirmed. Results: Data analysis led to the emergence of a theme called rolemodeling, and two subcategories: “advertent role-modeling” and “inadvertent role-modeling”. Advertent role-modeling included “influenced by the charismatic personality of professors”, “critique of faculty members’ communicative behaviors with patients”, and “observation of the faculty members’ performance”. Inadvertent role-modeling included “crystallization of human values in communication behaviors” and “compliance with hierarchical behavior”. Conclusion: Role-modeling was the main theme of the present study. To improve clinical empathy skills, particular attention should be paid to role-modeling. Informing clinical professors and medical students on role-modeling, strengthening students’ empathetic behaviors by role model professors, and recruitment of professors with strong communication skills are among the recommended strategies of this study.

Introduction: Virtual education is among the important factors improving the learning of medical students. This study aimed to explain the perceptions of faculty members towards the challenges of virtual education. Methods: The present study was carried out with a qualitative approach and using a conventional content analysis method. The participants included 28 faculty members working in Medical universities in Iran who were purposefully recruited and interviewed face to face practicing semi-structured interviews. All interviews were conducted and reviewed; then, the results were extracted. For this purpose, semantic similarities were first measured and subcategories identified. Subsequently, going through the re-review, we grouped the associated subcategories into wider categories. Results: From the analysis of the participants’ narratives, two wide categories including organizational barriers and legalethical challenges were obtained. The organizational barriers included two subcategories of defective organizational culture and disproportionate infrastructure. The legal-ethical challenges also included subcategories of neglecting intellectual property rights and ignoring ethical actual instances in the field of virtual education. Conclusion: Understanding the challenges to which virtual education implementation is faced leads to their elimination which, in turn, develops the application of e-learning in the field of medical sciences. These challenges can be addressed through putting the emphasis on promoting the organizational culture of medical universities, improving the infrastructures of virtual education, and considering the legal and ethical concepts specific to virtual education

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.

BACKGROUND: Clinical decision-making is not only stressful to physicians, but also to patients and even their companions. Thus, managing uncertainty in clinical decision-making is essential which requires knowing its origins. Therefore, this study aimed to understand determinants of uncertainty in clinical decision-making from the perspective of clinical physicians. MATERIALS AND METHODS: This is a qualitative study which is done during October to November 2020. An in-depth interview is performed with 24 specialists of clinical groups including obstetrics, surgery, internal medicine, and pediatrics, working in teaching hospitals affiliated to Iran University of Medical Sciences. All the interviews were recorded, transcribed and analyzed according to the steps suggested by Graneheim and Lundman. The interviews were analyzed through comparative method. Then, the interviewer created initial codes, categories, and key concepts and sent them to fourteen physicians for member check. RESULTS: According to the participants' view, determinants of uncertainty in clinical decision-making consisted of three themes: individual determinants, dynamics of medical sciences, and diagnostic and instrumental constraint. Individual determinants can be related to the physician or patient. The dynamics of medical sciences could be explained in two categories: variation of medical science and complexity. Diagnostic and instrumental constraint category could be also explained in subcategories such as lack of efficient diagnostic tests and unknown etiology. CONCLUSION: To curb uncertainty, the more accessible way is considering interventional programs with a focus on individual determinants related to physicians, such as strengthening doctor–patient relationships, and considering related mandatory retraining courses to reduce insufficient knowledge of physicians.

Background and Objectives: Spiritual health of a society's population, especially influential and productive people, plays an important role in the development and promotion of the society. Considering the prominent and unique role of students as future managers and creators of a society, provision of spiritual health as well as identification and removal of negative factors affecting their spiritual health are necessary. This study was conducted to determine the association between spiritual health and academic achievement of medical students of Qom University of Medical Sciences in 2011.Methods: This descriptive-analytical study was performed on all students studying in Qom University of Medical Sciences (except the first semester of study) through census method. The instruments used were a two part questionnaire included personal characteristics and academic grade point average as well as Spiritual Well-being Scale (SWBS). Data were analyzed using descriptive and inferential statistics at significance (p0.05). In addition, a statistically significant relation was observed between spiritual health and academic grade point average (p=0.02).Conclusion: Based on the results of this study, the majority of students had desirable spiritual health. Thus, it could be stated that spiritual health might leads to academic achievement, through motivation. Therefore, it is recommended that to improve students' academic performance, appropriate planning should be done for promotion of their spiritual health.

The major difference between Iranian traditional medicine and allopathic medicine is in the application of evidence and documents. In this study, criteria for evidence-based practice in Iranian traditional medicine and its rules of practice were studied. The experts’ views were investigated through in- depth, semi-structured interviews and the results were categorized into four main categories including Designing clinical questions/clinical question-based search, critical appraisal, resource search criteria and clinical prescription appraisal. Although the application of evidence in Iranian traditional medicine follows Evidence Based Medicine (EBM) principles but it benefits from its own rules, regulations, and criteria that are compatible with EBM.