Journal of Education and Health Promotion

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: 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.