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    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, Reza
    Introduction: 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 interventions
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    Predictive values of medical students’ performance by non- cognitive traits assessment criteria and methods: A systematic review and metha-analysis
    (Tabriz University of Medical Sciencesو Medicl Education Department, 2021) Ranjbar, Fatemeh; Gojazadeh, Mortaza; Haj Ebrahimi, Sakineh; Medicl Education; Ghaffarifar, Saeideh
    Introduction: Non-cognitive traits are increasingly recognized as pivotal determinants of academic success and lifelong achievements. Despite their acknowledged significance, the precise role of non-cognitive traits in predicting the performance of medical students remains ambiguous. This systematic review aims to identify the non-cognitive traits pertinent to the admission process of medical students and to ascertain their predictive value in assessing students' performance. Materials and Methods: A comprehensive search strategy was devised utilizing a combination of controlled vocabulary, free text keywords, and their synonyms, employing the Participant, Concept, Context, Outcome (PCCO) framework. Databases including MEDLINE, PubMed, EMBASE, ERIC, Cochrane Library, CINAHL, and Psychology Database were queried, with additional searches conducted in SID, IranDoc, and Magiran for Persian articles. Furthermore, grey literature sources such as registered trials, theses, ProQuest, prominent journals, and unpublished data were also scrutinized. Screening and evaluation of identified studies were conducted independently by two reviewers, with discrepancies resolved through discussion or by a third reviewer. The quality of evidence was assessed utilizing the BEME quality framework. Article selection process was delineated following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flowchart, with meta-analysis conducted where feasible. Results: Of 180 initially retrieved articles, 21 were included in this review. A narrative synthesis elucidating the role of non-cognitive traits in predicting students' performance was provided. Findings were categorized based on academic year and field of study. Meta-analyses employing random-effect models demonstrated significant effects for Narcissism, Aloofness, Confidence, Empathy, Neuroticism, and Extraversion. Conversely, the effects estimated for Openness, Agreeableness, and Conscientiousness were found to be non-significant. Conclusion: The results of this review underscore the positive impact of Narcissism, Aloofness, Confidence, Empathy, Neuroticism, and Extraversion on the academic performance of medical students. Insight into moderating variables gleaned from this review can aid education administrators in selecting and nurturing individuals best suited for medical training.