Female adolescents' experiences and perceptions regarding sexual health education in Iranian schools: a qualitative content analysis

Despite so many unmet sexual health education [SHE] needs of adolescents, socio cultural challenges have caused this issue to be ignored in different scoieties. This study investigated Iranian female adolescents' experiences and perceptions with respect to SHE that they received at schools, and what they really needed, expected, and preferred. In this qualitative study, seven focus group discussions [44 adolescents] and 13 individual in depth interviews were conducted among female adolescents aged 14-18 in Mashhad and Ahvaz, Iran, to explore adolescents' experiences and perceptions towards SHE in Iranian schools. Data were analyzed using qualitative content analysis. Analyzing adolescents' perspectives and experiences revealed their great dissatisfaction with SHE in schools. Emerged categories included: lack of obligation and priority for SHE, sexual reticence and evading, making adolescents frightened of sexual issues, inconsistency of SHE with adolescents' needs, unqualified educators, and lack of appropriate educational materials. This study found some similarities between expectations of Iranian adolescents and those of adolescents from other cultures about an SHE program. Adolescents showed great abilities to appraise health services delivered for them, and so any program for sexual health promotion in adolescents ought to address adolescents' needs, demands, and aspirations. Their contribution can provide insights for tailoring SHE programs for adolescents.

effect of educational program based on BASNEF model for eye care in non-insulin dependent diabetic patients

The purpose of this study was to determine the effects of educational program based on the BASNEF [Belief, Attitude, Subjective Norm, and Enabling Factors] Model on eye care among patients with insulin independent diabetes mellitus in Shiraz City, Fars Province, Iran. We enrolled 100 patients with non-insulin independent diabetes mellitus [Type II] fulfilling the inclusion criteria of this experimental study. The participants were randomly divided into two groups, one experimental, and one control group. All groups completed the questionnaires based on the BASNEF Model, a checklist related to patient's practice including patients' HbA1c and FBS levels, the pre-test results of an ophthalmologist's eyes examination and the results of three months follow-up. The experimental group participated in eight educational sessions during the interventional. The data analysis used including chi square-test, t-test, and ANOVA. The knowledge and all BASNEF Model components were significantly increased in the experimental group compared to the control group after intervention. In addition, behavioral eye care, such as physical activities, regular taking medicine, having eye examination, FBS checking, having appropriate diet, HbA1c level, and fasting blood sugar levels improved significantly among the experimental group compared to the control group. Applying the BASNEF Model is very effective for developing an educational program for diabetic patients, in order to control their blood sugar and enhancing behavioral eye care. Besides such programs, follow up education on controlling and monitoring is highly recommended

[Study on the causes of students' academic probation in Hamadan university of medical sciences, 2001-2002]

One of the priorities of research in education is study about the causes of students' failure during their academic work. To investigate the causes of students' academic failure and probation. In this case-control study, 761 volunteer students in Hamadan University of Medical Sciences' during fall and spring semesters of 2001-2002 were participated. Students were divided into two groups. Case group consisted of 43 students who had academic failure leading to their probation and control group consisted of 718 students who were successful in their study program. Data collection was done by a questionnaire designed based on eight main factors in learning process including: method of teaching, evaluation, educational materials, planning for the semester courses, personal characteristics, environmental problems, academic environment, and accessibility of academic advisors. The questionnaire was used after reliability and validity evaluation. The percentage of academic probation was higher in boys [9.4%] compared to girls [4.3%]. Among eight factors affecting learning process, there was a significant difference [P= 0.014] between the two groups in their mean score of opinions about the method of teaching [3.56 +/- 1.16 in the case group vs. 3.59 +/- 0.98 in the control group]. There was also significant difference between the two groups in regard to mean score of the personal characteristics [4.36 +/- 1.26 in case group vs. 4.76 +/- 1.08 in control group, P= 0.023]. The obtained mean scores for method of teaching and personal characteristics of the students was significantly higher according to the students who had a score below 10 for at least 1 course. Mean scores of method of teaching and environmental and educational problems were significantly higher according to the students who had a score between 10-12 in at least one course [P<0.05]. In conclusion, the factors such as instructors' teaching method, students' personal characteristics and their living conditions, sex and high school grade point average have significant effects on academic failure and probation. Attention to these factors in planning educational programs has a critical role on decreasing the rate of students' academic probation and failure