Tehran Institute Research Articles

The Influence of Arrhythmia on the Outcomes of Pediatric Patients with Idiopathic Dilated Cardiomyopathy.

Children diagnosed with dilated cardiomyopathy (DCM) are at an increased risk of developing arrhythmias, which can significantly affect their overall prognosis. However, the implantation and effectiveness of implantable cardioverter-defibrillators (ICDs) pose challenges in the pediatric population. Therefore, it is crucial to determine the prevalence of arrhythmia-related death in pediatric patients with DCM. This study investigated the correlation between arrhythmias and mortality in pediatric patients with DCM. This retrospective cohort study examined children with idiopathic DCM referred to Rajaie Cardiovascular, Medical, and Research Institute in Tehran, Iran, from 2017 to 2023. All patients underwent a standard 12-lead electrocardiogram, 24-h Holter monitoring, cardiac magnetic resonance imaging, and echocardiography. Patient outcomes, including death, heart transplantation, and survival, were evaluated within one year of Holter monitoring. A total of 178 children (79 males) with a mean age of 83.06 ± 56.41months were included in the study. Overall, 72 deaths (40.4%) and 46 heart transplants (25.8%) were recorded and 60 patients (33.7%) survived. There was no significant association between patients' outcomes with ventricular arrhythmias, late gadolinium enhancement, corrected QT interval, and QRS interval prolongation; however, a significantly higher proportion of dead patients had abnormal heart rate variability (P = 0.034). Heart failure was the leading cause of death, with ventricular arrhythmia accounting for two out of 72 deaths. Both cases of ventricular arrhythmia were associated with severe cardiac dysfunction. Arrhythmia-related mortality is rare in children with idiopathic DCM, with severe heart failure being the primary cause of death in this population. Life-threatening arrhythmias primarily occur in DCM children with more compromised cardiac function.

The effect of gamified e-learning on marine ecology education: insights from Iranian maritime students

This study aimed to evaluate the effectiveness of a gamified e-learning experience in marine ecology among Iranian maritime students. A pre-test/post-test design was adopted to achieve this purpose, focussing on the gamified experience itself rather than comparing it with traditional instructional approaches. The statistical population consisted of 15 undergraduate students at a maritime institute in Tehran, Iran, who were randomly selected. Reliability tests were conducted to collect data, and the test’s validity was approved by teachers and experts in the field of environmental education. Its reliability was determined to be 0.75 using the Kuder-Richardson methodology. Participants engaged in a gamified learning experience over a 2-week period. The study highlighted the post-test results and participants’ perceptions within the gamified learning environment. The results revealed that e-learning paired with gamification had a positive impact on students’ engagement and understanding of geographically remote ecological topics, including coral reefs, mangrove forests, seagrass beds and endemic species of the regions. These findings provide valuable insights for environmental teachers, learners, authorities and curriculum developers in maritime educational systems, emphasising the potential benefits of incorporating gamified learning experiences in educational curricula.

The Role of Psychological Variables on Medication Adherence in Patients with Obsessive-Compulsive Disorder

Background: The aim of this study was to investigate the role of psychological variables in medication adherence in OCD. Methods: This descriptive and correlational study was carried out at Tehran Institute of Psychiatry in Tehran. The statistical population of the present study includes all OCD patients referred to the Tehran Institute of Psychiatry. The participants were selected by available sampling method. The patients completed the demographic questionnaire, Yale Brown Obsessive-Compulsive Disorder Scale-Second Edition (Y-BOCS-II), Vancouver Obsessional Compulsive Inventory (VOCI), Medication Adherence Rating Scale (MARS), Drug Attitude Questionnaire (DAI-10), Multidimensional Scale of Perceived Special Support (MSPSS), Coping strategies scale of Lazarus and Folkman (WOCQ), and Temperament and Character Inventory (TCI). Multiple Linear Regression (MLR) was used to analyze the data. Results: The variable of education status (r=0.18) had a positive relationship and the variable of hospitalization history (r=-0.26) had a negative relationship with medication adherence. Medication adherence is only negatively associated with obsessive thoughts (r=- 0.18, r=-0.20). Duration of drug use (r=0.27), attitude to treatment (r=0.25) and social support (r=0.54) had a positive relationship with medication adherence. Among the various dimensions of temperament and character, four dimensions of harm avoidance (r=-0.29), reward dependence (r=-0.44), persistence (r=-0.20) and self-transcendence (r=0.32) had a significant correlation with medication adherence. Variables of social support, reward dependence, persistence, harm avoidance and education status had the highest regression effect on medication adherence. Conclusion: Medication adherence is one of the behaviors that predicts successful treatment and reduces the negative side effects and severity of the OCD.

Comparison of the Effect of 2 Virtual Education Methods: Family-based Versus Peer-Support on Perceived Stress and Stress Coping in Women with Breast Cancer: A Randomized Controlled Trial.

Stress is an overwhelming feeling in patients with breast cancer (BC). However, The effect of virtual education has not been fully regulated. Hence, this study intends to compare the impact of 2 virtual education methods on perceived stress and stress coping in women with BC. A 3-armed randomized clinical trial was conducted among 315 women with BC who were referred to the Cancer Institute in Tehran. They were randomly assigned to 3 groups: (a) Family-based, receiving family-based training package; (b) peer-support, receiving peer-support educational package; and (c) control, receiving routine hospital care. Data were collected through demographic and disease characteristics, the Perceived Stress Scale (PSS-14), and Coping Inventory for Stressful Situations (CISS-21) questionnaires before and 3 months after the intervention. The effect of the group factor after controlling the before-intervention scores in perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were P < 0.0001, P = 0.015, P < 0.0001, and P = 0.111, respectively. Also, the effect of the confounding factor of BC disease stage in the dependent variables was P = 0.527, P = 0.275, P = 0.358, and P = 0.609, respectively. The effect size test showed that before the intervention, the mean scores of perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were 32.00 ± 7.03, 19.36 ± 4.68, 25.10 ± 5.90, and 17.65 ± 6.64 respectively, but after the intervention showed a decrease in mean scores of perceived stress, emotion-oriented, and avoidance strategies. What is vibrant in virtual family-based education is far more effective than peer support when problem-oriented coping increases. Conversely, reducing perceived stress in women with BC receiving enough information and family support should be considered.

The effect of drug holidays on sexual dysfunction in men treated with selective serotonin reuptake inhibitors (SSRIs) other than fluoxetine: an 8-week open-label randomized clinical trial

IntroductionSelective serotonin reuptake inhibitors (SSRIs) are widely used for the treatment of various mental disorders. Sexual dysfunction is one of the most common side effects of SSRIs, and often leads to poor adherence and treatment discontinuation. While several strategies have been employed to manage SSRI-induced sexual dysfunction, drug holidays has not been extensively studied for this purpose. This clinical trial aims to assess the effect of drug holidays on sexual dysfunction in married men under treatment with SSRIs other than fluoxetine (as its long half-life makes drug holidays ineffective).MethodsThis 8-week double-center, randomized, open-label, controlled trial was conducted in the outpatient clinics of Iran Psychiatric Hospital and Tehran Institute of Psychiatry, from January 2022 to March 2023. We included married men aged between18 and 50 years who had experienced sexual dysfunction during treatment with SSRIs, other than fluoxetine. The Male Sexual Health Questionnaire (MSHQ) and the 28-Question General Health Questionnaire (GHQ-28) were used for the assessment of sexual function and mental health status. The drug holidays group was instructed not to take their medications on the weekends. The control group was asked to continue their regular medication regimen without any changes. Both groups were assessed at baseline, and weeks 4 and 8.ResultsSixty-three patients were included and randomly assigned to the drug holidays group (N = 32) or the control group (N = 31). Fifty patients (25 in each group) completed the trial. Drug holidays significantly improved erection, ejaculation, satisfaction, and the overall sexual health of the participants (P < 0.001). No significant change was observed in their mental health status. No major side effects were recorded.ConclusionsDrug holidays significantly improved the MSHQ scores in ‘erection’, ‘ejaculation’, ‘satisfaction’ and ‘total’ in married men with sexual dysfunction induced by SSRIs, other than fluoxetine, without causing any significant changes in their mental health status. Further research is needed to reach a certain conclusion.Trial registrationThe trial was registered at the Iranian Registry of Clinical Trials on 2021.10.25 (www.irct.ir; IRCT ID: IRCT20170123032145N6) before the trial.

A case-control study of evaluating oral squamous cell carcinoma (scc) risk factors in the Iranian population

Purpose: Oral Squamous Cell Carcinoma is the 6th most prevalent cancer worldwide. The global increase in frequency and mortality of oral SCC has been shown. There are few studies about the risk factors for oral SCC in Iran. This study is based on finding a possible relationship between oral SCC and some lifestyle factors in the Iranian population.&#x0D; Materials and Methods: This case-control study was conducted at the Iran Cancer Institute in Tehran. The controls were matched to the cases by age and gender and socio-economic status. A number of 204 individuals (102 cases and 102 controls) were interviewed by using a structured questionnaire to obtain data regarding oral hygiene, dietary factors, smoking habits, alcohol consumption and lifestyle risk factors for oral squamous cell carcinoma. Results were analyzed by chi-square and Fisher exact test. P values less than 0.05 were considered significant.&#x0D; Results: The mean age of cases at diagnosis was 60.03 years and 52.9% were male. The analysis showed that poor oral hygiene, low intake of fruits and vegetables (P&lt;0.001), low intake of dairy (P=0.029), alcohol consumption (P=0.015), cigarette smoking (P=0.002) in years and pack per year of smoking (P&lt;0.001) are independent risk factors for oral SCC.&#x0D; Conclusion: The study provided strong evidence that poor oral hygiene, poor dietary factors, smoking habits and alcohol consumption play an etiological role for oral SCC in the Iranian population.

Designing the Accreditation Model of Applied Science Higher Education Institutes in Tehran

INTRODUCTION: The quality of education and accreditation of universities, institutions, and educational centers has always been of great concern to many groups, including managers, officials, students, parents, and employers, in the past hundred years. The purpose of current research is to design the accreditation model of applied science higher education institutions. METHODS: This qualitative research was conducted using qualitative content analysis. Its statistical population includes articles, documents, and all the key informants of applied science higher education institutions in Tehran. A total of 21 key informants were selected using the purposive and snowball sampling method and maximum diversity technique. The data were collected by semi-structured interview, observation, review of documents and scientific texts and analyzed by using MAXQDA-2022 software and weighting of factors, criteria, and indicators with the Shannon entropy method and prioritization with RANK function in Excel. FINDINGS: The results demonstrated that after weighting and prioritizing, the final research model included 33 factors, 101 criteria, and 704 indicators. There are 27 input factors, 4 process factors, 1 output factor and 1 outcome factor. CONCLUSION: The current accreditation model was prepared in accordance with the conditions of applied science higher education institutions using domestic and international experiences with a systemic approach (input, process, output, and outcome) in the form of factors, criteria, and indicators and can be used by University of Applied Science and Technology.

Do young EFL learners benefit from task repetition?

ABSTRACT Previous research has shown that task repetition can positively affect L2 oral performance. However, few studies have explored the effects of task repetition on young EFL learners’ production. Also, task repetition research has paid little attention to effects of spacing examined through longer time intervals between the two occasions of task performance. Therefore, this study investigated the impact of immediate and delayed task repetition on young learners’ oral production in terms of complexity, accuracy, and fluency. Forty-four learners aged between 10 and 12 studying at a private language institute in Tehran, Iran, were randomly assigned to one of the three groups in the study: no repetition (NR), immediate task repetition (ITR) and delayed task repetition (DTR). The participants were asked to watch a short silent movie and narrate its story. In the ITR condition, participants repeated the task immediately after their first enactment; the DTR group repeated the same task after 1 month; and the NR group carried out the task only once. The results showed that ITR had positive impacts on all the three areas of speech production, while DTR could improve accuracy and partly fluency. Also, among the examined areas of oral language production, complexity was found to be the least affected area.

The Effects of Concept Mapping, Argument Mapping and Mind Mapping on 6th Graders’ Vocabulary Production

As vocabulary is an important element in enhancing English knowledge, utilizing effective and novel vocabulary learning strategies help foster learners’ vocabulary production. The aim of this study is to present mapping techniques such as concept mapping, argument mapping, and mind mapping as innovative strategies to increase students’ vocabulary production. Several studies have been carried out on the impacts of concept mapping, argument mapping, and mind mapping techniques but there is no obvious comprehension of the supremacy of any of these strategies over the others. The present study investigated the impacts of the selected techniques on vocabulary production of 6th Graders. To this end, 90 female students (6th graders) studying in an English institute in Tehran, Iran were selected and categorized into three experimental groups. Each of these groups received one of the chosen techniques randomly. At the end of the instructional sessions, one post-test designed in fill-in-the-blanks format was performed to evaluate vocabulary production of the students. A One-Way ANOVA procedure was utilized to analyse the acquired results. The outcomes showed that the obtained differences between the groups of concept mapping, argument mapping and mind mapping were statistically significant. Those participants who used the concept mapping and mind mapping techniques performed better than their classmates of the argument mapping technique. It is worthy to note that learners, teachers, and materials’ designers can benefit from the findings of this study.

The Attitudes of Iranian Female EFL Learners towards Peer Feedback

This study investigated the Iranian female EFL learners` and teachers` preferences toward peer feedback. The participants of this study were 60 females intermediate EFL learners and 15 female TEFL teachers studying/teaching in different language institutes in Tehran. Learners' attitudes toward peer feedback Questionnaire were administered to determine the learners' attitudes towards peer feedback. In addition, a semi-structured interview was given to the teachers to explore their attitudes towards peer feedback. Furthermore, two independent t-tests were run to see whether there was a statistically significant difference between the efficacy of feedback given by teachers and peers. The study results showed that most participating teachers think peer feedback is fruitful. It also revealed that most students believe that peer feedback is more effective than teacher feedback. In addition, the data analysis result showed a statistically significant difference between the feedback given by teachers and the ones provided by students.

Effectiveness of Online Group-mindfulness and Acceptance‐based Therapy and Cognitive-behavioral Therapy on Misophonia

Background: Misophonia is a disorder in which people show negative emotions such as anger, disgust, and anxiety about certain sounds, such as mouth and nose sounds, as well as some repetitive sounds. This disorder has a high prevalence and causes many problems for patients. Objectives: This study aimed to examine and compare the effectiveness of two therapies, including online group-mindfulness and acceptance‐based therapy (OG-MACT) and online group-cognitive-behavioral therapy (OG-CBT) in patients with misophonia. Methods: This study was a two-group random assignment pretest-posttest design. Thirty-eight participants were recruited using convenience sampling and randomly assigned to OG-CBT (n = 19) and OG-MACT (n = 19) groups. The statistical population included patients with misophonia (a score higher than seven on the Misophonia Questionnaire) referred to the Tehran Institute of Psychiatry from October to December 2019. They were asked to respond to online self-report questionnaires evaluating misophonia, distress tolerance, quality of life, depression, anxiety, and stress scale in three stages, including before treatment sessions, one week after the end of sessions, and during a three-month follow-up. Results: The difference in the mean scores of the scales at different times did not differ according to the type of treatment group (OG-CBT versus OG-MACT). The results showed that the effect of time was significant on misophonia scores. Over time, this finding also applies to depression, anxiety, and stress subscales in the distress tolerance questionnaire. However, there was no significant difference in the quality of life over time. The changes in misophonia were clinically significant in 53% of OG-MACT members and 69% of OG-CBT members. Discussion: According to the findings, the two online group therapies of CBT and MACT effectively reduced the symptoms of misophonia.

Teachers as Leaders: Probing into the Class Routines of Selected Iranian ELT Contexts

In the absence of studies on leadership skills of English language instructors, this enquiry explored transformational leadership skills of ten English teachers in the contexts of five private language institutes in Tehran. Purposive sampling was adopted to choose ten experienced male and female teachers, holding an academic degree in English, teaching intermediate level students in five English language teaching centers. Data was collected through classroom observations, field notes, and semi-structured interviews. The framework for transformational leadership offered by Bolkan and Goodboy (2011) was utilized. Thematic analysis of the data revealed that our participants represented the majority of behavioral indicators of transformational leadership skills- including indicators of charisma, individual consideration, and intellectual stimulation- in their classroom practice.

Significant factors affecting m-banking adoption case study: higher education institutions in Tehran

Significant factors affecting m-banking adoption case study: higher education institutions in Tehran

Significant factors affecting m-banking adoption case study: higher education institutions in Tehran

Significant factors affecting m-banking adoption case study: higher education institutions in Tehran

Psychometric Properties of the Persian Version of the Self-report Personality Questionnaire for Personality Disorders of DSM-5 (SCID-5-SPQ) in Clinical Samples

Objectives: This study aims to investigate the psychometric properties of the Persian version of the Self-Report Personality Questionnaire of the Structured Clinical Interview for DSM-5 (SCID-5-SPQ) in Iranian clinical samples. Methods: This is a descriptive survey study. Participants were 289 outpatients and inpatients referred to Iran Psychiatric Hospital, Hazrat-e Rasool General Hospital and the clinic of Tehran Institute of Psychiatry who were selected using a convenience sampling method. In addition to a demographic form and the Persian version of SCID-5-SPQ, the Persian version of SCID-5 Personality Disorder (SCID-5-PD) was used. Finally, face validity, internal consistency (by Cronbach’s alpha), convergent validity (by Spearman correlation test) and the differences between self-reports of women and men (by Mann-Whitney U test) were evaluated. Results: The Persian SCID-5-SPQ showed good face validity. Regarding the convergent validity, all subscales of this questionnaire showed a significant positive correlation with the SCID-5-PD (P&lt;0.001). Moreover, Cronbach’s alpha was reported α=0.93, indicating good internal consistency. Conclusion: The Persian version of SCID-5-SPQ has good validity and reliability, and can be used alone or along with the interviews in psychiatric clinics and hospitals in Iran for screening personality disorders.

Comparative Effects of Technology-, Motivational-, and Metacognitive-based Scaffolding on Male and Female Iranian Adult Advanced EFL Learners’ Speaking

There is growing interest in integrating scaffolding in educational decisions everywhere including Iran. Drawing on sociocultural theory, this quasi-experimental study was aimed to determine the effect of technology-, motivational-, and metacognitive-based scaffolding on improving Iranian adult advanced EFL learners’ speaking. A sample of 90 advanced EFL learners was selected non-randomly based on their performance on Certificate in Advanced English (CAE) from two language institutes in Tehran, Iran during the summer and autumn semesters of 2019. The selected participants were randomly assigned to three equal groups. IELTS was used to compare their language proficiency at the beginning and the end of the study. Scaffolding provided conditions for learners to highly engage in speaking activities. The results of paired-sample t-tests revealed a significant improvement in the speaking scores of the three study groups. The results of the one-way ANOVA and Scheffe post-hoc tests indicated that motivational-based scaffolding was more conducive to enhance Iranian EFL learners’ speaking. The results of this study showed the positive impacts of integrating scaffolding into different language learning strategies, and this may carry pedagogical implications for both language teachers and learners.

Develop a structural model of obsessive-compulsive disorder based on early maladaptive schemas, attachment styles, defense mechanisms, emotional self-regulation and anxiety

Objective: Current investigation started with the aim of compilation of Obsessive-Compulsive Disorder (OCD) structural model based on Early Maladaptive Schemas, Attachment styles, Mental Defenses Mechanisms, Emotional Self-Regulation and Anxiety. Materials and Methods: In this study, 390 samples suffering from OCD, applied to consulting institutes in Tehran with purposive method based on 27 variable(parameter) in two groups of male and female had selected to investigate. The measuring tools includes: Maudsley OCD Questionnaire, Brief Questionnaire of Yang’s Schemas, Hazan and Shavior’s Adult Attachment Styles Questionnaire, Andrews and others Defense Mechanisms Questionnaire, Hofmann and Kashdan’s Emotional Self-Regulation and Anxiety Spilberger’s Questionnaire, Analysis of data with the structural model with the help of Amos software has been completed. Results: The mean (SD) age of participants was 38. And in current study provided that assumption is linear and normalizing of multi-Parameters with the Amos software, analysis would take place. Result have shown that Early Maladaptive Schemas and Attachment Styles with mediated (interposition) of Defense Mechanisms, Emotion Self-Regulation, Anxiety had direct/indirect meaningful effects on OCD. Conclusion: The results of structural model analysis with the use of experimental data have shown that three variables Defense Mechanisms, Emotional Self-Regulation and Anxiety regarding OCD and Early Maladaptive Schemas, Attachment Styles play a mediator role.

Foreign language learning and identity reconstruction: understanding of interaction of the self

This study focuses on the processes &amp; relationships between foreign language learner's identity and interaction foreign language proficiency associated with learning English in private language institutes in Iranian context, especially, participants' beliefs about languages &amp; participants' views about the language question are analyzed. This analysis integrates the speaker's practices and beliefs to issues of identity construction and negotiation that are observable in two contexts. Some English as a foreign language learners from 3 language institute in Tehran were picked to participate in the study, based on stratified sampling. The instrument were a 30-item likert-scale questionnaire on motivation types &amp; social responsibility, individual development, information medium, ... 24 likert-scale questionnaire on self-identity changes, such as, self‌-confidence change, subtractive change, productive change, results reveal that how language practices in human interaction display and construct identity and correlation analysis indicated that motivation types of self-identity changes and signal participant's negotiations of their own identities of these or others. Instrumental orientations related with learner's self-confidence change.

Guided discovery learning, personality traits, and speaking confidence of Iranian Intermediate EFL Students

The current work aims to examine the association between Guided Discovery Learning (GDL) and personality traits and speaking confidence of Iranian EFL learners in terms of their gender. The study was conducted based on a quantitative-descriptive research method and quasi-experimental design. Accordingly, 60 participants were chosen in terms of convenience-random sampling from two language institutes in Tehran. They included both female (N=30) and male (N=30) of general English courses and were in the age range of 15 to 34 years. The results revealed that extraversion made a significant contribution to the self-confidence of Iranian EFL learners. Also, the guided discovery resulted in a more realistic classroom with an atmosphere like daily life as the learners were more active and responsible. Our findings might have significant implications for the curriculum and material designers to incorporate the GDL principles and students’ personality traits.

The Effect of Flipped Classroom on Iranian EFL Learners' Speech Act Production: Does Flip Type Make a Difference?

This study investigated the effect of two types of flipped classroom on the Iranian upper-intermediate EFL learnerschr('39') appropriate use of refusals, apologies and requests. The participants of the study included 60 upper-intermediate EFL learners from a language institute in Tehran, Iran. The participants were selected based on convenience sampling in the form of three intact classes. Then, the three classes were randomly assigned to three groups namely, traditional flipping group, debate-oriented flipping group and non-flipping group. The three groups were exposed to 14 treatment sessions. Speech act instruction was offered to the flipping groups through explicit flipped instruction and to the non-flipping group through explicit non-flipped instruction. Moreover, a Multiple Choice Discourse Completion Test (WDCT) was administered to the participants to measure their speech act production ability at the pre-treatment and post-treatment, phases of the study. The results revealed that both types of flipped instruction had a significantly positive effect on the EFL learnerschr('39') use of the speech acts (F=10.622, p<.0.05; F=19.358, p<.0.05; F=18.785, p<.0.05). Accordingly, EFL teachers are recommended to use flipping methods in an attempt to enhance EFL learnerschr('39') appropriate use of speech acts.