درخت حوزه‌های تخصصی

Purpose : Considering the role of professional ethics in the success and effectiveness of other practices, the purpose of this study was determine the share of each of the environmental and organizational components in students' professional ethics. Methodology : The present study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of quantitative. The research population was faculty members of the Islamic Azad University of Tehran province in 2018 year with number 5921 people, which according to the Krejcie and Morgan table number of 365 people were selected as a sample by multi-stage cluster sampling method. The research instrument was a 31-item researcher-made questionnaire whose content validity was confirmed by 12 experts and specialists and content validity index obtained 0.790 and its reliability was obtained by Cronbach's alpha method for components of environmental 0.881 and organizational 0.943. Data were analyzed by exploratory factor analysis and structural equation modeling in SPSS and PLS software. Finding : The results of exploratory factor analysis showed that students' professional ethics had two components of environmental (9 items) and organizational (22 items) that the factor load of all items was higher than 0.50. Also, the results of structural equation modeling showed that the model of students' professional ethics had a good fit and according to the standard coefficients of the paths, the share of environmental and organizational components in students' professional ethics was 0.250 and 0.327, respectively. Conclusion : Considering the share of environmental and organizational components in students' professional ethics, planning is necessary to improve their professional ethics through both environmental and organizational components and the indicators of each of them.

The current study aimed to investigate the representation of critical thinking in English for the Students of Medicine (II) and the status of the EAP students’ critical thinking ability as its main users. Peterson’s model was used to identify different types of critical reading questions. Furthermore, 150 students of medicine, as the main users of the textbook, completed a critical thinking questionnaire. The results revealed that a large proportion of the exercises in this textbook reflected Vocabulary in Context and Literal Comprehension questions while Extended Reasoning questions, as the major category catering for critical reading, constituted only five percent of the whole items. The results of an independent sample t-test also indicated a moderate level of critical thinking ability among the EAP students of medicine regardless of their gender. The findings call for revisiting the English for Medical Purposes materials and incorporating more activities and exercises gearing to higher-order cognitive skills and critical thinking ability to empower the EAP students with the required set of skills to be successful in their academic and professional communities.

The present article aimed at recognizing the barriers of E-leaning in front of Tabriz Payame Noor university students and providing a model. The statistical society was Tabriz Payame Noor university students during 2018-2019; among them, 384 students were selected in the random classified way through the Cochran formula. The researcher`s self-made questionnaire was used as the instrument of the study with content validity and 0.84 reliability was gained through Cronbach’s alpha technique. The data were analyzed through SPSS software; through exploratory factor analysis six indexes of 1. Lack of skills and continuous communication, 2. Lack of motivation, 3. Inaccessibility to the technology, 4. The inability of learning through media, 5. Lack of online group conversation, and 6. Lack of aligned issues with success in E-Learning as the barriers of E-learning for students. The model of E-learning barriers was designed too. The obtained results of the Friedman ranking test revealed that due to the lack of skills and continuous communications between students and professors of the university; this factor was the most important barrier in the process of university students’ E-learning.