The present article seeks to explore the sociological factors affecting social demand for doctoral studies. In order to achieve this goal, a quantitative survey method and a questionnaire tool have been used. The statistical population of the study is all STUDENTS of PH. D. in Tehran, which is in the academic year 2015-2016, which is equal to 20956 people. The statistical sample was performed using a probabilistic stratified sampling method. In this way, 364 people were selected as samples from different universities. The research findings indicate that by applying the regression test and Pearson correlation coefficient among the five hypotheses, four hypotheses were confirmed. with the comparison of the part effects of squares, it was observed that the value system with part squared (0. 226) had the highest share in explaining social demand for continuing postgraduate studies. Subsequently, in terms of having the largest share in the explanation of the dependent variable, the variables of social change (0. 127), the motivation to improve the job status (0. 052), social pressure (0. 038) and ultimately extension policies for higher education (0. 015) are respectively. Finally, the total squared of the part effect of the independent variables on the dependent variable of the model is 0. 458, meaning that about 0. 46 of the changes in social demand for studying in the PH. are explained by the set of independent variables of the research.

Objective(s): In clinical education logbook plays an important role in improving the management of clinical education. In the internship courses 1 and 2, for PH. D. degree in Persian Medicine, a collection of knowledge, competencies, and clinical skills is provided to the student. Since there is no similar degree to the PH. D. in Persian Medicine[PM] with an approved educational program inside or outside the country, the implementation and evaluation of the internship period are not carried out uniformly in medical schools. The aim of the present study was to design a logbook to organize the provision of clinical education services and the evaluation of practical and clinical skills of PM STUDENTS in this period. Methods: This cross-sectional study was conducted in two PH.ses. To design the logbook, the work stages were carried out based on Glassick's criteria. Then, as second PH.se the required content was designed in the form of a checklist and examined, analyzed, and finalized in a series of expert panel sessions attended by PM faculty members in Iran. Results: A total of 20 faculty members representing 20 medical universities that offer this course participated in the logbook design. After completing the work stages and reaching a consensus among experts, the logbook was designed in two areas: general competencies, including disease diagnosis and treatment processes, patient management, and professional ethics, and specialized competencies, including procedural skills such as dry and wet cupping, massage, venesection, leech therapy, and other expected methods. To facilitate completion during the course and final evaluation, tables with titles related to the STUDENTS’ practical tasks were designed and entered in the logbook. Conclusion: The use of the present logbook and its gradual completion and correction by creating a suitable platform for enhancing the knowledge and clinical skills of PM STUDENTS, plays an important role in management of clinical education of PM STUDENTS.

The present study aimed at formulating a framework for research mentoring functions among PH. D. STUDENTS using the qualitative synthesis research method. The research population included all related studies in international databases from 2000 to 2017. Given the forenamed studies، 83 studies were selected and examined after three stages of screening based on the subject، abstract، and content of the studies. Finally، 20 studies were purposefully chosen as the research sample. The research data were extracted and analyzed using the thematic analysis method. As a result، 128 basic themes were identified for the functions of research mentoring، which were categorized into 22 sub-components. Ultimately، the sub-components were categorized and presented in terms of five main items، including (1) relational function، (2) scientific and research function، (3) psychological function، (4) social function، and (5) professional function.

Introduction: Mentoring as a social and an interactive strategy for student development has attracted attention in recent decades. Despite the confirmation of the positive role of mentoring, the application of the obtained results from such studies in Islamic societies requires paying attention especially in regards to its socio-cultural context. In this regard, the present study aimed to investigate the predictability of developing academic skills in PH. D. STUDENTS at medical sciences universities based on Islamic mentoring. Method: In this correlational study, samples were selected among the PH. D. STUDENTS of Baqiyatallah University of Medical Sciences and also Tehran University of Medical Sciences. A total of 213 STUDENTS were randomly selected using “ the ratio of sample size to number of variables" calculation method. Academic skills and mentoring were assessed by professional development and Islamic mentoring questionnaires (IMQ), respectively. Results: Total Islamic mentoring and academic skills values averaged 3. 74 and 3. 65, respectively, for the studied universities indicating the proper situation of the STUDENTS. Results of correlation test showed significant relationships among all nine components of Islamic mentoring with academic skills. Regression analysis results revealed the model significance suggesting that about 8. 8% of changes in academic skills are explained by the "care and reverence" dimension of Islamic mentoring. Conclusion: Compatible with existing literature, mentoring has the ability to predict the academic skills of STUDENTS. Such interactions provide the STUDENTS with the opportunity to continuously observe scientific and professional behaviors, which facilitate learning, moderation, and modification. This is because it is expected to provide STUDENTS with the development of scientific and cognitive skills and positive identities through provision of psychological, scientific and emotional relaxation supports.

The present research was concerned with analyzing and investigating the social capital and its effect on academic achievement of PH. D. STUDENTS from a sociological point of view at University of Tehran, Allameh Tabatabai University and Shahid Beheshti University. In this descriptive-survey study, the research population included all PH. D. STUDENTS at diverse fields of Humanities (N=1061) who entered into the respected universities in 2013. The sample size was determined as 285 using the Cochran’s Formula. The data were analyzed through SPSS Software. The results indicated that the impact of social capital on STUDENTS was perfectly (%100) low. The results of explanatory interpretation indicated that there was no significant relationship between dimensions of social capital (social trust, social cohesion and social participation), as independent variables, and academic achievement as the dependent variable. The relationship between socioeconomic status and academic achievement was confirmed. Also, no significant difference was observed in terms of sex, place of residence and marital status

Introduction: Satisfaction from the supervisor is considered one of the important factors in the choice and successful advancement of STUDENTS' theses. In addition to the supervisor's academic skills, the ability to communicate with the student and guide him/her in the direction of the thesis project is also important. This article aimed to evaluate the criteria for supervisor selection by doctoral STUDENTS of the Pasteur Institute of Iran. Methods: This study was an instrument-development variant of sequential exploratory mixed method design, and also was a crosssectional descriptive study that was accomplished in two qualitative and quantitative parts. The collection instrument of the qualitative part was a purpose-based interview until the time of information saturation, and the instrument of the quantitative part was the multicast questionnaire in terms of the Likert standard, which was completed by the community members. After analysis, the findings of the two steps were combined to answer the research questions. Results: Among 181 STUDENTS of the Pasteur Institute of Iran that participated in the research, 104 people had 22-52 years old. Friendly attitude, honesty, ability to provide financial support, friendly environment, observation of the research ethics principles and avoidance of academic theft, and finally the support of the supervisor in the defense session have got the most priority among this study participants, especially among female STUDENTS. Accordingly, the supervisor’, s academic rank, his/her experience, and ability in patent and invention registration, along with the opinion of the past student and others have the least importance. Conclusion: According to this research, the possibility of creating a good job position after graduation, the possibility of continuing their studies at higher levels, or creating suitable conditions for immigrating to advanced countries in addition to gaining the best situation at the final the thesis are the reasons for the high sensitivity of STUDENTS in choosing a supervisor for their thesis.

Introduction: Today, the main concern of health education system is neglecting the quality of materials and the efficiency of STUDENTS. Matching, comparing and analyzing different dimensions of programs with those of other countries would be helpful in solving this problem. This study was conducted with the aim of comparing the PH. D. Nursing Program in Iran and Toronto. Methods: This descriptive study was carried out using a comparative approach and Beredy model. The relevant information was collected from two universities and classified according to the interpretation and adjacent stages. Then, the similarities and differences were analyzed. Results: Both programs are full-time, in-person, and emPH.tically student centered. There are structural differences between the programs; but there are similarities during the educational period and the content of some courses, such as research education, research proposals and critique studies in Toronto, with the methodology of quantitative-qualitative research and critique of papers in Iran. STUDENTS' Proposal writing course faces similar challenges. Toronto does not focus on the article extracted from the thesis, but in Iran, it is considred necessary. Conclusion: Toronto's curriculum has been updated. In Iran, considering the increasing needs of graduates and the expectations of graduates, is necessary to make general changes. Therefore, it is recommended that in addition to the suggestions given in various texts to modify the program, the course in Iran should be reviewed in general terms and content.