Introduction: Regarding the relationship between students' academic progress and their performance after graduation and considering the important role of entrance quota to the university in the academic progress of students, this study was designed to compare the academic progress of students of the service commitment quota with other quotas in Kashan University of Medical Sciences. Methods: This cross-sectional study was conducted in the academic year 2021 on 337 incoming Medical students of Kashan University of Medical Sciences by census method. Demographic variables and information related to students' academic performance were extracted from the Hamava system and through the university education department. The collected data were analyzed through  ANOVA, chi-square, LSD and Mann-Whitney tests. Results: As to comparing the academic performance of students based on the method of admission, the students of the service commitment quota had the lowest average of the basic science (14.77±1.61) and the total average until the end of physiopathology (14.75±1.54) and their diploma grade (P=0.046, F=3.80), entrance exam score (p<0.001, F=26.44), basic science grade point (P=0.001, F=5.46), physiopathology course grade point (P=0.003, F=11.62), and the total grade point until the end of the physiopathology course (P=0.001, F=7.46) were significantly lower than day students. However, there was no significant difference compared to students of self-governing campus (p>0.05). Conclusion: The results revealed that, in general, the academic status of students of the service commitment quota were lower than that of daily students and similar to students of self-governing campuses. It is recommended that the educational officials should take measures to improve the academic performance of students of the service commitment quota.

BACKGROUND: Metamotivation is a process that students use to monitor their motivational states to reach their academic goals. To date, few studies have addressed the ways that Medical students manage their motivational states. This study aim to identify the motivational strategies of Medical students as they use the metamotivational process to monitor and control their motivational states. MATERIALS AND METHODS: This qualitative study uses directed content analysis of the narrative responses of 18 Medical students to draft an in‑, depth and semistructured interview protocol which were conducted through WhatsApp due to social distance restrictions of COVID‑, 19. Data were collected, encoded, and analyzed using deductive content analysis approach descripted by Elo and Kyngä, s. RESULTS: Seven main themes were extracted as the motivational strategies of Medical students including “, regulation of value, ”,“, regulation of situational interest, ”,“, self‑, consequating, ”,“, environmental structuring, ”,“, efficacy management, ”,“, regulation of relatedness, ”,and “, regulation of situational awareness. ”,In this study by identifying new strategies, we provide a broader framework of metamotivational strategies in the field of the progression of learners in Medical education. CONCLUSION: Medical students use a variety of strategies to regulate their academic motivation. To sustain and improve the motivation of Medical students, identifying and strengthening metamotivational strategies is the first step.

Background: Transition from student role to professional role is an important step during the Medical course. The discourses of professionalism education are ambiguous in different countries. This study aimed to explain the formation of professionalism in Medical students. Methods: The present study was a qualitative study using Jø, rgensen discourse analysis. Participants included 18 Medical interns of Iranian universities of Medical sciences. The average duration of each interview was 60 to 90 minutes. Data collection tools were in-depth semi-structured interviews and purposive sampling methods. Data collection continued until data saturation. The data analysis method was open coding. Results: The mean age of participants in this study was 25. 65 ±,9. 12. The results included seven concepts,management of professional stress, professional competence, moral competence, human nature of profession, personal development, proper care, and professional identity as well as the nodal point in this discourse analysis was the hidden curriculum. Conclusions: If during the internship, certain professional beliefs and behaviors are not institutionalized in today's students, it can reduce the sensitivity of students' professionalism and makes professional decisions difficult for future physicians. Therefore, the role of formal education in professionalism is important in this regard, considering the role of the hidden curriculum.

Background and purpose: Beginning medicine for the first time as a academic program is a very stressful for Medical students. This study is an attempt to determine stress in Medical students of Qazvin University of Medical Sciences and Health Services.Methods: A survey of randomly selected Medical students of all years in Quazvin Medical university were conducted based on a questionnaire including demographic data and items examining possible sources of anxiety based on our experience with Medical students and a scale to measure the anxiety experienced by the students as well as an item asking students how satisfied they are with studying medicine were given to all subjects. On the questionnaire space were provided for respondent to express their comments on each factor they identify as source of stress. To measure the anxiety the students were asked to mark the level of anxiety they experienced on a six point scale. Analyses of data was conducted with SPSS version 12. Relation between variables was assessed with chi-square test with a significance level of <0/05.Results: Of the 200 students who received questionnaires 155 completed and returned them (response rate=77.7%). Of all respondent, 123 (79.4%) were female, 140 (90.3%) were unmarried. Nearl half the students (45%) experienced intermediate or higher levels of stress. More frequently expressed factors leading to stress were “initial adaptation to the program” (84.5%), apprehension of exam (41.3%) and economic issues (32.4%).Conclusion: Our findings suggests that many stressors are present in the path to become a doctor. A more detailed investigation of these factor throughout universities of medicine and based on that introducing procedures centrally and university-based will undoubtedly help tackle many of these problems.

Background and purpose: Depth perception (stereopsis) is the ability to perceive depth in visual space through sensory integration of retinal images in both eyes and is achieved through binocular perception in specific visual pathways in the cerebral cortex. Medical students use a variety of diagnostic tools during their training, and a lack of normal stereoacuity can affect their professional performance. Understanding the appropriate stereopsis also plays a crucial role in their future careers. The purpose of this study was to determine stereopsis using the Titmus test in subjects with and without refractive errors. Materials and methods: In this cross-sectional study, 115 students at Mazandaran University of Medical Sciences who met the inclusion criteria were randomly selected. Based on the presence or absence of refractive errors through retinoscopy, they were divided into symptomatic and asymptomatic groups. The stereopsis was measured by the Titmus test. Data were analyzed in SPSS V 21, and the frequency of stereoacuity was reported. Results: A total of 115 people enrolled in this study. Males accounted 55. 7% (n=64) of the subjects and 44. 3% (n=51) of the subjects were females. The mean age of male and female participants were 25. 20±1. 88 and 24. 15±1. 79 years, respectively (P>0. 05). There were 40 (34. 8%) students with refractive errors and 75 (65. 2%) without refractive errors. The mean values for stereopsis in symptomatic and asymptomatic subjects were 42. 90±29. 59 and 29. 24±12. 96 seconds/arc, respectively(P=0. 001). These values in males and females were 32. 12±20. 73 and 36. 33±21. 85 seconds/arc, respectively (P=0. 293). The mean test time was 57. 75±18. 43 and 56. 0±18. 49 seconds in symptomatic and asymptomatic subjects (P=0. 629), and 54. 45±17. 82 and 59. 31±18. 94 seconds in males and females (P=0. 160), respectively. Conclusion: Titmus stereo test was found to be an effective test for evaluating the depth perception of symptomatic and asymptomatic subjects. There was no difference in the stereopsis between males and females in this study.

Introduction: Considering students' learning styles may change teaching methods in accordance with their learning styles and consequently improve the educational outcome. The aim of this study was to investigate learning styles of Medical students in Isfahan University of Medical Sciences.Methods: This descriptive study was performed during the academic year of 2008-2009 in Isfahan University of Medical Sciences. Ninety Medical students were selected through random sampling method as study samples. VARK learning style inventory was used as the research tool. Data was analyzed by SPSS software using descriptive and inferential statistics.Results: Medical students use different learning styles. The most preferable one among them was visual learning style with the score of 39.26±6.87. The learning style of Male and female students were different.Conclusion: Improving educational quality requires for paying attention to learning style in teaching and educational technology. Teachers and educational technologists are recommended to make use of media and various technologies.