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Social responsibility in hospitals of Isfahan city
A Barati Marani, Hs Sajadi, M Keivan Ara,
Volume 5, Issue 1 (26 2011)
Abstract

Background and Aim: Hospital's traditional charter that mostly emphasized productivity has been replaced by a charter that stresses social and environmental issues. On this basis, to achieve success, managers should regard both the inner and the outer environments of hospitals. This study aims at measuring hospitals' social responsibility.

Materials and Methods: The present descriptive-analytic study was carried out through a cross-sectional method in 2010. The study population consisted of hospital managers of the city of Isfahan (n=21). The data collection instrument was a researcher-made questionnaire. The instrument's content validity was determined by the experts' views and its reliability calculated through Cronbach's α was found to be 0.95. The collected data were analyzed using SPSS software (version 16) and the hypotheses were tested by t-test, ANOVA and Eta coefficients. The maximum mean score was 100.

Results: The mean score of hospitals' social responsibility was computed to be 68.6. The mean scores of leadership and inner processes, market place, community policies, environmental policies, and workplace policies were found to be 72.2, 70, 67.8, 67.4 and 66.2, respectively. There was no significant relationship between hospital's social responsibility and type of hospital's possession and activity (pvalue > 0.05).

Conclusion: The social responsibility of hospitals was assessed as moderate. To improve hospital's social responsibility, it is suggested that more attention be paid to workplace and environmental policie


Investigating the Relationship between Learning Styles Based on the VARK Model with Gender, Performance, and Academic Semester of Anesthesia Student
Shaqayeq Taghizadeh, Shahnam Sedigh Mroufi, Kimia Khonakdar, Atiyeh Sadat Sajadi, Alireza Babajani,
Volume 19, Issue 2 (7-2025)
Abstract
Background and Aim: Learning style refers to each learner’s preferred approach to receiving, processing, and retaining information. It is considered one of the key factors influencing the effectiveness of teaching and learning processes. This study aimed to examine the relationship between learning styles based on the VARK model and gender, academic performance, and academic semester among undergraduate anesthesia students at Iran University of Medical Sciences (IUMS).
Materials and Methods: This descriptive-analytical (cross-sectional) study was conducted during the 2022–2023 academic year using a census sampling method on 65 undergraduate anesthesia students enrolled in the 2nd, 4th, and 6th semesters at IUMS. Data were collected using the validated VARK questionnaire with a Cronbach’s alpha reliability coefficient of 98.6 Statistical analysis was performed using SPSS software, employing descriptive statistics (mean and frequency) and inferential tests (Chi-square and ANOVA). A significance level of P<0.05 was considered.
Results: Out of 60 fully completed questionnaires (32 female and 28 male students), 86.7% of students reported using a single (unimodal) learning style, while 13.3% used multiple (multimodal) styles. The predominant learning style was auditory (46.7%), followed by kinesthetic (23.3%), while visual style was the least frequent (5%). Among multimodal learners, the most common combination was auditory–kinesthetic (6.7%). In all academic semesters (2nd, 4th, and 6th), auditory style remained dominant, with no significant differences found across semesters (P=0.094). Similarly, no significant association was observed between learning styles and gender (P=0.229). ANOVA results indicated no significant relationship between learning styles and academic performance, with a mean GPA of 17.05 (P=0.345).
Conclusion: The findings indicated that most students preferred a single learning style, particularly the auditory modality, with no significant differences based on gender, academic semester, or academic performance. Identifying students’ learning styles and aligning teaching methods accordingly may enhance the teaching–learning process. It is recommended that learning style assessments be conducted at the beginning of academic programs and considered in curriculum planning. Further studies with larger and more diverse samples are suggested to evaluate the impact of learning style-based instruction on student satisfaction and academic achievement.
 

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