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Introduction: There are different methods of teacher evaluation .The aim of this study was to investigate process of teacher evaluation in selected Iranian Medical of Sciences Universities.
Materials and Methods: In this descriptive-analytic study, we investigate the existing documents and performed serial semi-structured interviews with evaluation staff in the universities. The implementation of the whole process of staff evaluation at universities were also observed. The data were analyzed considering both qualitative and quantitative approaches. The descriptive analytic method as well as content analysis was applied for data analysis.
Results: Review of the teachers by students was the dominant method for teacher evaluation in the selected universities. This method have some important advantages and disadvantages which are discussed in this article according to the findings.
Conclusion: According to the results of this study, it is highly recommended to use a combination of different methods for evaluation of the university teachers as well as decision making purposes.

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Introduction: One of the main aims of religions is to improve psychological health in society and interpersonal relationships. It has been shown that religious education can be used in primary and secondary prevention of psychiatric disorders.

Material and Methods: The samples of study were the teachers of guidance schools of the capital city of Tehran. The samples were 40 depressed female teachers that were chosen randomly among the 30-40 year old teachers who were not using any drugs. Data gathering tool was a questionnaire containing Hamilton test with 24 questions about mood disorders (including depression). Another questionnaire including demographic characteristics and questions regarding change of mood after attending religious education classes was also used.

Results: The results showed that 90% of the subjects were satisfied with religious methods such as prayer, fasting and blessing for decreasing their depression 92.5% were satisfied with regular education of religious values. A total of 80% of the samples believed that training by a particular teacher would influence their interest in the religious values 55% reported calmness after praying. There was a significant differences between the mean score of depression before and after attending religious education classes (p=0.000).

Conclusion: According to the findings of this research, education of the religious values can affect anxiety, sadness, hopelessness, sleeplessness and lack of appetite and depression. Performing religious acts such as prayers causes a type of relaxation and good feeling in the patients.

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Background & Aim: Modification of unhealthy life style is a preventive method in cardiovascular diseases. It seems that education which results in enhancing knowledge would improve the life style. For developing effective educational plans, it is required to evaluate the knowledge and performance of the patients. So, this study aimed to determine the relationship between the teachers&apos preventive behaviors and their knowledge on cardiovascular risk factors.  

Methods & Materials: This cross-sectional study was conducted in five zones of Ministry of Education in Tehran. Seven hundred and three teachers participated in the study. Multi-stage sampling was used to gather data using a self-report questionnaire consisted of demographic characteristics, risk factors of CAD, and related modifiable behaviors. Data were analyzed using Pearson coefficient test to determine correlations.

Results: The results showed that the majority of participants (67%) had good knowledge on cardiovascular risk factors with the mean scores of 15.20±2.63 out of 20. Stress was found to be the most recognized risk factor (95.3%). Knowledge about diabetes (61.2%) and gender (17.6%) were in the lowest level. Regarding prevention, just 27.7% of the participants reported healthy nutrition. Some of the patients (35.6%) exercised regularly and majority of them (77.7%) were not active or passive smokers. Pearson coefficient did not find any significant relationship between knowledge level and preventive behaviors among teachers.

Conclusion: According to our findings, teachers&apos knowledge level on cardiovascular risk factors was good but it did not result in healthy practice. Therefore, providing effective educational programs about healthy life style can improve their daily life practices, as well as it can affect the knowledge and practice of their students about prevention of CAD.

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Background & Objective: Osteoporosis is a serious metabolic bone disorder and a major health concern in women. Osteoporosis affects the quality of life of women. Studying the osteoporosis related food habits and behaviors can promote health promotion program planning. It seems that female teachers are the best models and educational sources for female students. This study was carried out to determine the osteoporosis related food habits and behaviors among female teachers.

Methods & Materials: This study was a cross-sectional study in which 308 female teachers were randomly selected using stratified sampling method from the schools of the 6^th district of Tehran. Data were collected using a questionnaire and analyzed using student t-test, one-way analysis of variance and Tukey test.

Results: Mean score of osteoporosis related food habits and behaviors was 14.9±4.2 (out of a possible 24 maximum attainable score). Osteoporosis related food habits and behaviors score was significantly higher in the teachers who had higher knowledge score, aged more than 50 years old, had worked for more than 25 years , had used educational books and booklets as the first informational source, and among the post- menopausal teachers (P<0.03).

Conclusion: According to the findings, the teachers demonstrated average level of osteoporosis related food habits and behaviors, whereas their mean calcium intake was relatively adequate, but their other food habits and behaviors were relatively inappropriate. It seems developing and implementation of educational programs and offering educational booklets to teacher can help to promote their food habits and behavior which may be helpful in enhancing students&apos food habits.