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Item type: Item , Study of osteognesis and angiognesis genes expression of dental pulp stem cells seeded on thermosensetive injectable scaffolds based on N-Isopropylacryiamide containing VEGF and BMP2(Tabriz University of Medical Sciences, Drug Apllied Research Center, 2025) Shabestari Khiabani, Saeid; Aghazadeh, Marzieh; Peyman, Keyhanvar; Davaran, SoodabehThe use of tissue engineering promises to regenerate lost tissues using cellular products and gene therapy. Recently, similar scaffolds with different three-dimensional biological structures have been developed based on hydrogels for tissue engineering. Therefore, the aim of this study was to evaluate the expression of ossification and angiogenesis genes in dental pulp stem cells (hPDSC) transferred to temperature-sensitive injectable scaffolds containing BMP2 and VEGF. Materials and methods: In this study, electrochemical polymerization was used as a polymer scaffold fabrication method to prepare a highly porous polycaprolactone/hydroxyethyl methacrylate/N-isopropyl acrylamide (PCL-P(HEMA-NIPAAM)) hybrid copolymer for bone tissue regeneration. The characteristics of the obtained porous scaffolds were determined by FTIR, 1HNMR and SEM assays. In addition, growth factor loading and release tests, MTT and alizarin red staining were performed for bioassays of polymers containing growth factors. Finally, the expression level of growth factor VEGF was measured after exposure to the polymer. Results: Overall, we successfully developed the new hybrid copolymer PCL-P(HEMA-NIPAAM) by copolymerizing PCL, NIPAAm (heat-sensitive monomer), and HEMA via copolymerization to deliver growth factors (VEGFs or BMPs). The developed scaffolds showed many favorable advantages such as high growth factor loading capacity (85% for VEGF and 80% for BMP2) and release of heat-responsive growth factors. Growth factors were physically trapped in the structure of the hydrogel. Based on the findings of the present study, this copolymer can play an effective role by initiating various stages of bone growth, including the uptake of mesenchymal stem cells (MSCs) and their conversion to osteoblasts. In addition, the new PCL-P hybrid copolymer (HEMA-NIPAAM) showed no significant cytotoxicity for hPDSC cell lines in the MTT assay. As well as, the increase in VEGF gene expression in dental pulp stem cells was confirmed in temperature-sensitive and injectable PCL-P(HEMA-NIPAAM) containing VEGF. Conclusion: The copolymer-based scaffold PCL-P(HEMA-NIPAAm), with temperature-sensitive properties, can serve as an effective carrier for growth factors in applications related to bone tissue engineering and regenerative medicine. This biocompatible system is a promising option as a matrix for the implantation and differentiation of human dental pulp stem cells (hDPSCs) in tissue regeneration environmentsItem type: Item , The effect of sleep impairments on obesity-related microRNAs(Tabriz University of Medical Sciences, Tuberculosis and Lung Disease Research Center, 2024) Atefeh, Ansarin; Ostadrahimi, Alireza; Ansarin, Khalil; Shanehbandi, DariushIntroduction: Short sleep duration has been identified as a significant risk factor for obesity, yet the underlying molecular mechanisms remain unclear. This study investigates the expression of key circadian genes and related miRNAs involved in metabolic regulation, including Bmal1, miR-9, miR-17-5p, Ppara, miR-24-3p, Per2, miR-130a, and Pparg, in participants with varying sleep durations and body weights. Methods: Participants were divided into four groups based on sleep duration and weight status: Group A (normal sleepers, normal weight; n = 24), Group B (normal sleepers, obese; n = 24), Group C (short sleepers, normal weight; n = 24), and Group D (short sleepers, obese; n = 24). Blood samples were collected, and the expression levels of interest mRNAs and miRNAs were evaluated using qRT-PCR. One-way ANOVA and Tukey post-hoc analyses were performed to assess differences between groups. Results: The expression of Bmal1 and Pparg genes showed significant differences between groups (p < 0.001), with upregulation observed primarily in short sleepers, particularly in Groups C and D. Per2 expression was significantly decreased across all groups with abnormal sleep or weight status (p < 0.05), especially in Groups C and D. miR-17-5p and miR-130a were significantly downregulated in Groups C and D (p < 0.001), while miR-24-3p was significantly upregulated in these groups (p < 0.001). No significant changes were observed for miR-9 and Ppara expression across the groups. Conclusion: The dysregulation of Bmal1, Per2, and Pparg, along with their regulatory miRNAs, underscores the importance of circadian regulation in maintaining metabolic health. miR-24-3p upregulates during short sleep, inhibiting Per2 expression, while miR-130a downregulates, leading to reduced inhibition of Pparg, promoting adipogenesis. Additionally, Per2 acts as an inhibitor of Pparg, further influencing fat accumulation. miR-24-3p and miR-130a emerge as key modulators of these pathways. These genes provide potential therapeutic targets for mitigating the impact of short sleep duration on obesity and related metabolic disorders.Item type: Item , Comparison of the effect of teaching anatomy between traditional methods and teaching by virtual dissecting table on the learning of medical students of Tabriz University of Medical Sciences(Tabriz University of Medical Sciences and Health Services Medical Education Department, 2025) Abbas, Majdi Seghinsara; Reza, Ghafari; Medical Education; Gholamali, Dehghani; . Saeid, AslanabadiBackground: Anatomy is fundamental in medical education, enabling students to identify and locate organs. Its teaching heavily relies on models and cadavers, but inadequate infrastructure and equipment present challenges. Traditional anatomy education methods include cadaveric dissection and illustration. While dissection is interactive but costly, illustration remains low-cost and engaging. Cadaveric surgery effectively teaches surgical anatomy through hands-on practice but is resource-intensive, making it more suitable for postgraduate education. New technologies like simulation, VR, AR, and MR enhance anatomical education for students by providing a safe, interactive learning environment, reducing errors, and decreasing reliance on cadavers. This study explores virtual dissecting tables in teaching anatomy to medical students. Method and Material: visualization device "kalbodnama," procured from Rayan Teb Pishgam (now VIVO SANAL EĞİTİM TEKNOLOJİLERİ), was assessed. Students were divided into two groups. Group One used a virtual dissecting table and physical models (bones, mannequins, or cadavers) to practice theoretical topics, and subsequently participated in a post-test to evaluate their progress. In this study at Tabriz University of Medical Sciences, the effectiveness of the anatomical. The first student group used both real bones and a Virtual dissecting table for learning, while the second group only used real bones. After practice, both groups took a post-test. Group two (control): Students practiced course material using bones, models, or cadavers without a Virtual dissecting table and then took a post-test. Both groups took a pre-test before practical sessions . Results: Using an anatomical visualization device in osteology significantly improves post-test scores in medicine and dentistry compared to traditional teaching methods. For medical students, the average scores of pre-tests and post-tests on soft tissue topics show no significant difference with or without using an anatomical visualization device. However, dental students exhibit a significant improvement in scores between pre-tests and post-tests, especially when the anatomical visualization device is used. This improvement is particularly notable and significant after using the visualization tool. Dental students performed better on pre-tests related to osteology compared to soft tissue topics. In post-tests without using the anatomy visualization device, scores for soft tissue topics were higher, reflecting greater interest in these topics. However, when the device was used, scores for osteology were higher, highlighting the significant role of the anatomy visualization device in teaching osteology to students. Conclusion: The results from pre-tests and post-tests of medical and dental students indicate that practical class training enhances their knowledge in osteology and soft tissue anatomy, whether using a virtual cadaver or not. However, training with the virtual cadaver significantly improves student scores and deepens their learning. Some non-significant differences in pre-test and post-test scores suggest a need to revisit and improve the practical training methods.Item type: Item , Comparison of the effect of teaching anatomy between traditional methods and teaching by virtual dissecting table on the learning of medical students of Tabriz University of Medical Sciences(Tabriz University of Medical Sciences and Health Services Medical Education Department, 2024) Majdi Seghinsara, Abbas; Ghafari, Reza; Dehghani, Gholamali; Aslanabadi, SaeidBackground: Anatomy is fundamental in medical education, enabling students to identify and locate organs. Its teaching heavily relies on models and cadavers, but inadequate infrastructure and equipment present challenges. Traditional anatomy education methods include cadaveric dissection and illustration. While dissection is interactive but costly, illustration remains low-cost and engaging. Cadaveric surgery effectively teaches surgical anatomy through hands-on practice but is resource-intensive, making it more suitable for postgraduate education. New technologies like simulation, VR, AR, and MR enhance anatomical education for students by providing a safe, interactive learning environment, reducing errors, and decreasing reliance on cadavers. This study explores virtual dissecting tables in teaching anatomy to medical students. Method and Material: visualization device "kalbodnama," procured from Rayan Teb Pishgam (now VIVO SANAL EĞİTİM TEKNOLOJİLERİ), was assessed. Students were divided into two groups. Group One used a virtual dissecting table and physical models (bones, mannequins, or cadavers) to practice theoretical topics, and subsequently participated in a post-test to evaluate their progress. In this study at Tabriz University of Medical Sciences, the effectiveness of the anatomical. The first student group used both real bones and a Virtual dissecting table for learning, while the second group only used real bones. After practice, both groups took a post-test. Group two (control): Students practiced course material using bones, models, or cadavers without a Virtual dissecting table and then took a post-test. Both groups took a pre-test before practical sessions . Results: Using an anatomical visualization device in osteology significantly improves post-test scores in medicine and dentistry compared to traditional teaching methods. For medical students, the average scores of pre-tests and post-tests on soft tissue topics show no significant difference with or without using an anatomical visualization device. However, dental students exhibit a significant improvement in scores between pre-tests and post-tests, especially when the anatomical visualization device is used. This improvement is particularly notable and significant after using the visualization tool. Dental students performed better on pre-tests related to osteology compared to soft tissue topics. In post-tests without using the anatomy visualization device, scores for soft tissue topics were higher, reflecting greater interest in these topics. However, when the device was used, scores for osteology were higher, highlighting the significant role of the anatomy visualization device in teaching osteology to students. Conclusion: The results from pre-tests and post-tests of medical and dental students indicate that practical class training enhances their knowledge in osteology and soft tissue anatomy, whether using a virtual cadaver or not. However, training with the virtual cadaver significantly improves student scores and deepens their learning. Some non-significant differences in pre-test and post-test scores suggest a need to revisit and improve the practical training methods.Item type: Item , Quantitative and Qualitative Analysis of the Exams of the Educational Groups of Basic Medical Sciences in Tabriz University of Medical Sciences in the First Half of the Academic Year 2023-2024(Tabriz University of Medical Sciences and Health Services Medical Education Department, 2024) Sadeghi, Poorya; Medical Education; Pourabbas, Ahmad; Dehghani, GholamaliIntroduction: One of the most important goals of medical education is to minimize test error in order to achieve high reliability and validity. Test analysis is of paramount importance for important and crucial tests of medical sciences that are accountable to society. The rationale for using test analysis methods is to improve the quality and reliability of the assessments made, and to select questions that more appropriately measure learner performance. Objective: This study was conducted with the aim of quantitative and qualitative analysis of specific course exams in basic medical sciences departments of Tabriz University of Medical Sciences in the first semester of the academic year 1402-1403. Materials and Methods: This study was descriptive-analytical and applied. The target population was all four-choice tests of specific courses of the basic medical sciences course (34 specific units and 810 four-choice questions) in the first semester of 1402-1403, which were included in the study using the whole number method. The data collected at three different levels (course, group and total tests) were analyzed. The items analyzed in this study included the study of discrimination coefficients, difficulty, Codre-Richardson correlation coefficient (KR20), difficulty of the questions, non-functional options, face validity based on Millman's rules, content validity (covering curriculum objectives), study of the taxonomy of the questions, as well as the analysis of the items of each test, the analysis of the generality of each test, and the analysis of the total tests. Results: The results of the analysis of all specific course tests showed that 42% of the questions were easy, 50% were appropriate, and 8% were difficult; 1.8% of the options (approximately 58 options) were non-functional options; and 1.2% of the questions had a negative discrimination coefficient, 69% were appropriate, and 29.8% had a low discrimination coefficient. In the content and face validity study, 96.6% and 89% were covered, respectively, and all questions were designed at the Type 1 taxonomy level. Conclusion: The designed tests had acceptable criteria and standards, but the design of more difficult questions and increased diversity in question types and adherence to blueprint principles were evident in some courses. This information can help administrators and test designers improve the quality and credibility of tests, and improve the validity and reliability of test questions in subsequent courses and examinations.Item type: Item , Investigating the relationship between academic self-efficacy, self-directed learning and learning style with academic achievement in medical students(Tabriz University of Medical Sciences and Health Services Medical Education Department, 2024) Soltani, Raheleh; Almasi-Hashiani, Amir; Medical Education; Ghaffari, RezaIntroduction: Students have a special position as thinking and creative forces of the society, and studying the factors that are effective or related to the academic achievement is very important in order to learn and increase scientific awareness. Today, attention to the concept of academic self-efficacy and self-directed learning, is expanding in research related to education. This study aimed to investigate the relationship between academic self-efficacy, self-directed learning and learning styles academic achievement in medical students at Tabriz University of Medical Sciences. methods: The present study was conducted cross-sectionally on 326 medical students at Tabriz University of Medical Sciences who were selected by random sampling. The data collection tool was a questionnaire including demographic characteristics, academic self-efficacy, self-directed learning. Data were analyzed descriptively (mean and frequency distribution) and analytically (independent t-test, Pearson correlation coefficient, Chi-square and one-way ANOVA) at the significance level of 0.5 using SPSS (ver21) software. Results: The average ±standard deviation age of the subjects was 23.7 ±3.8 years. The average score of self-efficacy was 3.6±0.5 (score 5), the average score of self-directed learning was 3.5±0.52 (score 5), and academic achievement was 16.7± 1.5. The most learning style was 32.5% auditory. Pearson's correlation test showed that academic achievement has a positive and significant correlation with self-efficacy (r=0.24) and self-directed learning (r=0.37). In the regression analysis, self-directed learning and self-efficacy predicted 15% of the variance of academic achievement. Conclusion: Based on the findings, self-efficacy and self-directed learning had an effect on students' academic achievement. Therefore, self-efficacy enhancement and especially self-directed learning should be considered in educational programs and interventionsItem type: Item , Assessment of interns' achievement in the expected competencies of the general medical course in the Maternity, Gynecology, and pediatric Ward from the viewpoint of professors and interns at Tabriz University of Medical Sciences(Tabriz University of Medical Sciences Medicl Education Department, 2024) Saeidi, Farinaz; Alizadeh, Mahasti; Medical Education; Dehghani, GholamaliBackground: Following the professional and skillful role of physicians, the Ministry has outlined the expected competencies of general practitioners through a document with minimum capabilities. This research aimed to assess the interns' achievement in the expected competencies of the general medical course in the Maternity, Gynecology, and pediatric Ward from the viewpoint of professors and interns at Tabriz University of Medical Sciences Method: This cross-sectional descriptive study was conducted in Tabriz University of Medical Sciences in 1402. The statistical population of the research consisted of 300 medical students in the internship period and 55 faculty members of the Department of Pediatrics and Women, who were included in the study by census method. The data collection tool was a researcher-made questionnaire that was designed based on the capabilities document approved by the Ministry of Health and Medical Education in 7 areas, including 76 questions for the women group and 86 questions for the children group, and its validity and reliability were examined. Data design was analyzed using descriptive statistics and chi-square test (χ2) using SPSS-25 software. Results: In the 7 investigated areas in order to reach the expected abilities in the group of women and children, in the area of patient care communication skills, continuous personal and comprehensive development skills, and professional and ethical commitment from the point of view of teachers and students, it has a higher average In the acquisition of competence, comparing the views of professors and learners in the women group in clinical skill skills, health promotion and prevention skills in the health system, personal development skills and continuous learning, and professional and moral commitment skills, there is a significant difference in the children group in the skill areas. There is a significant difference in clinical, health promotion and prevention skills in the health system, personal development skills and continuous learning. Conclusion: The assessment of competencies in this study was conducted through faculty assessment and self-assessment. The results indicated the need for a fundamental reassessment of educational methods, resources, and related courses on learning and teaching in the pediatrics and gynecology departments. Furthermore, most clinical instructions are theory-based and according to students' viewpoint, education in the seven expected areas requires fundamental changes.Item type: Item , Qualitative analysis of multiple-choice tests held by the Pediatric department of the Tabriz Dental Faculty in 2023-2024(Tabriz University of Medical Sciencesو Medicl Education Department, 2024) Jamei Khosroshahi, Amir Reza; Ghaffari, Reza; Medicl Education; Ghaffarifar, Saiedeh; Vafaei, AliIntroduction: written tests form the central core of evaluation of medical students. Among these, especially multiple choice questions (MCQs) are used more because of the objectivity in scoring. The quality of these questions and providing feedback to professors and students is very important. Due to the fact that the exam analysis in Tabriz Dental faculty is quantitative and is limited to statistics and figures, we decided to carry out this study to qualitative analysis of multiple choice questions (MCQs) held for students of the general dental course by the Pediatric Department of Tabriz Dental faculty in 2023 and 2024. Materials and Methods: In this cross-sectional descriptive study, all the questions of the final written exams of the undergraduate student held by pediatric department of Tabriz Dental Faculty of in the 2023 and 2024, in the form of a census in terms of 22 indicators related to structural rules of question design and writing rules of the exam and 5 criteria related to The content of the test, including content coverage or alignment with the lesson plan, content relevance, difficulty factor, distinction factor, and the desired value for each deviation option will be evaluated. Results: The average difficulty coefficient and difference coefficient of questions in 255 questions related to 6 exams that were analyzed were 0.74 and 0.25, respectively. Most of the questions were asked in the form of four-choice questions. In 67% of the questions, the rules of Millman were fully observed in the design of the questions. 100% of the questions were designed in line with the lesson plans of Pediatric Department. Conclusion: The results of the present study indicate that the quality of the design of the questions in the four-choice tests of the Pediatric Department in 2023 and 2024 did not have the maximum usefulness and needs to be improved. It can be suggested to hold empowerment workshops for faculty members in order to improve the quality of exams.Item type: Item , Factors affecting on academic failure from seniors’ viewpoints of professional doctoral students of Tabriz University of Medical Sciences(Tabriz University of Medical Sciencesو Medicl Education Department, 2024) Dehghan, Parvin; Medicl Education; Ghafari, RezaObjective: Academic failure is one of the problems of educational systems, especially universities of medical sciences, which imposes a lot of material and spiritual costs on educational systems, families, society, and the individual. Timely identification of factors affecting it, especially from the point of view of related people, can have an important role in preventing it. Therefore, the current research was conducted with the aim of evaluation the factors affecting academic failure from the point of view of general doctoral students at Tabriz University of Medical Sciences in the in 2014–2023 year Method: The present study was a descriptive and cross-sectional survey. The statistical population of the research included all general doctorate students (medicine, dentistry, and pharmacy) at Tabriz University of Medical Sciences in 2018, numbering 474 people. According Morgan's Table, the sample size was determined 214, and its distribution was done in a proportional class based on the population of the studied groups. The participants in the research were selected by the convenience sampling method, following the inclusion and non-entry criteria. Academic failure was considered a decrease in the standard score (z score) of the previous semester score compared to the previous two semesters score of 1.4 or more. The data was collected using a standard questionnaire that included demographic information and 52 questions about factors affecting academic failure. Questions of questionnaire examined the degree of students' agreement on the factors affecting academic failure by a 5-point Likert scale ranging from very high to very low have. Questionnaires were completed by the self-report method in Porcelain software. Data analysis was done with descriptive statistics including an independent t-test, Levin's test, Friedman's test, multivariate covariance tests, and SRMR and NFI indices. Results: The research hypotheses that pre-educational factors, educational factors, psychological factors, and social and economic factors are effective in academic failure have been confirmed from the perspective of all students (P<0/05). In the comparison of the factors from the point of view of the two groups of students with academic failure and without educational failure, there was a significant difference only in the education factor (p<0/05). But there was no significant difference in before education factors, psychological factors, and social and economic factors (P>0/05). The ranking of factors affecting academic failure was different from the students’ point of view (P<0/05), and educational factors had the highest rank and socio-economic factors had the lowest rank among the factors affecting academic failure. Also, there was no significant difference in the ranking of factors affecting academic failure from the point of view of the two groups with academic failure and without academic failure (P>0/05). Conclusion: Due to the inappropriate effects of academic failure on educational systems, family, society and the individual himself, suitable solutions should be provided to identify and prevent it, and support measures should be considered for students exposed to academic failure and its subsequent effects. In the field of education, in addition to appropriate educational planning, professors should be empowered to use new education and assessments, and suitable educational and welfare facilities should be provided for studentsItem type: Item , Factors affecting academic achievement in face-to-face and virtual education from the perspective of students of Tabriz University of Medical Sciences: A qualitative study(Tabriz University of Medical Sciencesو Medicl Education Department, 2024) Abdolalipour, Somayeh; Namdar Areshtanab, Hossein; Ghaffari Far, Saiedeh; Medicl Education; Ghaffari, Reza; Mirghafourvand, MojganIntroduction: Academic progress is one of the most important criteria in assessing students' ability to complete university studies and reach the graduation stage. Medical science students, as the main recipients of educational services, are the best source for identifying medical or clinical education problems, as they have direct and indirect interaction with this process. Method: This study was conducted in the years 2022-2023 using qualitative content analysis at Tabriz University of Medical Sciences. A total of 23 students from Tabriz University of Medical Sciences were selected through purposive sampling, and their experiences and perspectives were used until reaching the saturation point of information. Semi-structured in-depth individual interviews were used to collect data, along with an interview guide. Content analysis method was used for data analysis. Results: Two general themes, "Facilitators of Academic Progress" and "Barriers to Academic Progress," were extracted in both face-to-face and virtual education sections. In the "Effective Instructors," "Appropriate Evaluation System," "Student Characteristics," "Suitable Learning Environment," and "Social Support" categories derived from 106 codes and 15 sub- during the data analysis, facilitators of academic progress were identified. Additionally, "Interdisciplinary Problems," "Undesirable Teaching," "Curriculum-Related Issues," "Educational System Problems," "Faulty Interpersonal Interactions," "Inappropriate Evaluation System," "Inadequate Facilities," "Socio-Economic Problems," "Personal-Family Issues," and "Insufficient Student Motivation" were obstacles to academic progress from the perspective of students in this study, derived from 155 codes and 25 sub- categories. In the virtual education section, "Teaching Flexibility," "Quality Improvement in Education," and "Student-Centered Education" were identified as facilitators of academic progress from categories extracted from 54 codes and 10 sub-categories. Additionally, "Educational Factors," "Technical and Technological Factors," "Economic Factors," and "Communication and Interaction Factors" from categories extracted from 62 codes and 14 sub-categories were identified as obstacles to academic progress. Conclusion: Since factors such as satisfaction with educational facilities, welfare, and academic motivation affect the quality of education, examining these variables from the perspective of students seems useful for formulating rules, providing appropriate facilities, planning for the training of capable students, selecting suitable educational and learning processes for learners. Furthermore, it seems that with the provision of virtual education infrastructure, proper culture of technology use, comprehensive access of students to necessary tools for attending virtual classes, empowerment of teachers in conducting virtual classes, and production of electronic content, along with other necessary conditions, virtual education can be more effective and serve as a modern and suitable alternative, and sometimes a good complement to traditional education.