Journal of Education and Health Promotion

Abstract BACKGROUND: The relationship between personality traits and learning styles is an attractive
subject for researchers. “Learning Style” indicates on a method of education for effective studying. The
Kolb’s Learning Style is a known theory in the field of learning style. The Kolb’s four learning styles
include: Divergent, convergent, assimilating, and accommodating. Furthermore, personality, known
as relatively fixed and durable characteristics that distinguish people from each other, and personality
contains five broad identified traits of extraversion, agreeableness, openness, conscientiousness,
and neuroticism. In this study, we intended to evaluate the relationship between personality traits
and learning styles in medical education students.
MATERIALS AND METHODS: This research was an observational analytic cross‑sectional study
that was conducted on medical education students at Iran University of Medical Sciences, between
2018 and 2019, and 31 students were participated as volunteers. NEO Five‑Factor Inventory and
the Kolb’s learning style inventory (version 3.1) were used to evaluate the students’ personality traits
and learning styles, respectively. The simple and multiple analysis of multinomial logistic regression
were used for statistical analysis.
RESULTS: The results indicated that if one unit would be added to the score of the “Extraversion”
personality trait, the estimated odds, by which the student’s learning style would become
“Accommodating” rather than “Assimilating,” is 1.3 times more than the basic condition, in which
“Extraversion” score would be remained unchanged (P = 0.035).
CONCLUSION: It seems that “Accommodating” learning style might be related to “Extraversion”
personality trait in medical education students. However, researches with a larger population are
suggested.

Abstract 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.

Abstract BACKGROUND: Change is a multidimensional and pervasive issue in the modern world, and
organizations are constantly changing in social, cultural, political, economic, and technological fields.
Change leadership is a model that employs a combination of leadership styles to keep the employees
and the organization prepared for learning and continuous growth. This study aims to identify the
dimensions and components of change leadership in medical sciences education to move toward
third‑generation universities through a qualitative approach.
MATERIALS AND METHODS: The present study was an applied explorative qualitative study.
Participants included the experts in the field of management and key informants in the field of change
leadership and third‑generation universities who were selected through purposive sampling. The
research tool was semi‑structured interviews aimed at the identification of dimensions and components
of the change leadership. Interview‑guided questions were about change leadership to move toward
the third‑generation universities followed by probing questions. Colaizzi content analysis technique
was used to analyze the data.
RESULTS: Data from interview transcript analysis resulted in the identification of 335 initial codes,
13 subcategories, and 3 categories or dimensions. The main categories included “change leadership
roles and specifications,” “providing a context and preparing for change,” and “change leadership
process and path.” Each of the main dimensions included several components.
CONCLUSION: The importance of leadership in the process of change is since change entails the
establishment and institutionalization of new systems and structures which is impossible without
an effective leadership style. Leaders have high expectations of their followers and inspire them
to strive toward organizational goals and facilitate the realization of the shared vision through
encouraging them. As a leadership paradigm for organization performance improvement capable
of encouraging employees and building an organizational culture in which ethical procedures are
considered behavioral norms, change leadership seeks to predict the environment changes so that
it can move in accordance with them.

Abstract BACKGROUND: In the recent years, the wealth creation of educational institutions has attracted an 
enormous attention in different countries. Exploring experiences of these institutes help to improve the 
wealth creation of universities. In this regard, this study was an attempt to explain the viewpoints of 
the wealth creators of medical sciences regarding wealth creation strategies and define the general 
path of wealth creation in medical sciences universities.
MATERIALS AND METHODS: This qualitative study was conducted at Iran University of Medical 
Sciences, Tehran, Iran, in 2021. Participants were the experienced knowledgeable wealth creation 
experts. Fourteen semi‑structured interviews were conducted to reach data saturation. Interview 
guided questions were about strategies and paths of wealth creation followed by probing questions. 
Data were analyzed using conventional qualitative content analysis.
RESULTS: Data analysis showed that the most important strategies were related to nine extracted 
categories of “the productions”, “contracts and relations”, revising, predicting and foresight” ‑, 
“education”, “research”, “healthcare services”, “ interdisciplinary fields between Information 
Technology (IT) and health‑care”, “ saving and maintenance”, and “altering the procedure of the 
wealth accelerator centers.” In general, wealth creation path in medical sciences includes six main 
categories.
CONCLUSIONS: The result of this study provide an opportunity for educational policy‑makers 
and authorities to improve wealth creation in medical universities. Especially, accentuated by the 
COVID‑19 pandemic, to consider the interdisciplinary fields between IT and health‑care and integrating 
technology to the various categories of medical sciences are absolute needs.

Abstract BACKGROUND: In recent years, many changes have been observed in women’s roles in
organizations. In Iran, women face challenges to be promoted to high‑level organizational positions.
The present study aimed to examine the role of glass ceiling in promoting women to managerial
positions from the perspective of the faculty members at Iran University of Medical Sciences.
MATERIALS AND METHODS: This research was an applied study in terms of objectives and
a descriptive‑survey study in terms of data collection, variable monitoring and control, and
generalizability. The statistical population of the study encompassed all clinical and basic sciences
faculty members at Iran University of Medical Sciences in 2019–2020. The simple random sampling
method was adopted, and the study instrument was the standard questionnaire of women’s beliefs
about glass ceiling developed by Smith (2012). To analyze the data, descriptive and inferential (namely
paired‑sample t‑test and one‑sample t‑test) statistics were run in the SPSS software.
RESULTS: The results revealed that glass ceiling dimensions could predict 48% of the variance
of women’s promotion to managerial positions. Furthermore, a significant difference was noticed
between men and women’s perspectives toward glass ceiling (P < 0.001); however, there was no
significant difference between the two groups of clinical and basic sciences (P > 0.001).
CONCLUSIONS: Failure to provide appropriate opportunities for qualified women to be promoted to
managerial positions would result in nonexploitation of about half of the available capacities and talents.
Women have unique abilities and soft skills in the human resource management. At the macro‑level,
policy‑makers and planners to review the plans and delegation of organizational‑managerial positions
and also to further consider the role of women in managerial positions by observing gender justice
and meeting criteria such as capability and expertise.

Abstract BACKGROUND: Universities are changing from government organizations into third generation. The
aims of this study were to identify the dimensions and components of a third‑generation university
and assessment of the status quo of Iran University of Medical Sciences.
MATERIALS AND METHODS: This study was mixed method. In the qualitative phase, participants
consisted of experts of academic management and scholars in third‑generation universities. The
dimensions and components of a third‑generation university were identified by content analysis.
A questionnaire was prepared according to dimensions and components with Cronbach’s alpha of
0.86. In the quantitative phase, participants consisted of managers and experts of Iran University
of Medical Sciences; they completed the questionnaire to assess the status quo of Iran University.
Data analysis was performed by Colaizzi’s and SPSS software.
RESULTS: Third generation of universities of medical sciences has 2 dimensions and 17 components.
Software dimension consists of course content, attitude, vision and mission of the university,
organizational culture, instructors, students, employees, academic management and leadership,
international approach, and social accountability components. Hardware dimension consists of
organizational structure, academic infrastructures, knowledge commercialization, and communication
with the government, education system, university environment, and university independence
components. Status in Iran University of Medical Sciences in hardware dimension was 2.53, and in
software dimension, it was 2.96.
CONCLUSION: Universities are required to respond to the changes in community. Therefore,
universities need to change their structures, goals, approaches, perspectives, and intra‑organizational
and extra‑organizational communications to be able to move toward a university which is entrepreneur,
skill teaching, wealth generating.

Abstract BACKGROUND: In the recent years, the accreditation of educational institutions and hospitals has
attracted a lot of attention in different countries to ensure the quality of medical education. In this
regard, examining the experiences of different countries will help to improve the world and local
standards. This study was an attempt to explore the lived experiences of senior managers about
the educational accreditation challenges and appropriate strategies to overcome these challenges.
MATERIALS AND METHODS: The authors used a phenomenological approach to explore the lived
experiences of the senior managers about educational accreditation of teaching hospitals affiliated
to Iran University of Medical Sciences. Semi‑structured interviews were conducted to reach data
saturation. For this purpose, three semi‑structured face‑to‑face interviews and six electronic interviews
were conducted. Data were analyzed using the Colaizzi method.
RESULTS: Data analysis showed that the most important challenges of educational accreditation
of teaching hospitals were related to standards and criteria, executive policies of accreditation, and
educational, attitudinal, and financial infrastructures. The strategies expressed by the participants
were categorized into four themes including reviewing and revising standards and criteria, planning
for education, providing human and financial resources, and modifying the executive structure of
accreditation.
CONCLUSIONS: In order to improve the quality of educational accreditation programs, it is necessary
to identify and find a solution for the existing challenges by experiential support of the senior
managers of teaching hospitals and the other stakeholders (e.g., faculty members and students).
It also provides an opportunity for educational policy‑makers to improve the hospital’s educational
accreditation program.