BACKGROUND Hepatitis E virus (HEV) is one of common causes of viral hepatitis worldwide with higher prevalence in tropical and subtropical regions. Although epidemics of HEV have been reported from Iran, there are variable reports of this infection out of epidemics from different parts of Iran. This study aimed to determine the seroprevalence of HEV in Iran. METHODS In this systematic review and meta-analysis we searched PubMed, Scopus, Science direct, Google Scholar, Scientific Information Databank (SID), IranMedex, and Magiran for all relevant studies published in either English or Persian languages, up to 2015. Pooled seroprevalence estimates with a DerSimonian-Laird random-effects model were calculated. Statistical heterogeneity among the included studies was evaluated by Cochrane Q statistic and I2. RESULTS 38 studies fulfilled the inclusion criteria compromising 18461 participants. The pooled seroprevalence rate of HEV in Iran was estimated about 10% (95% CI=0.09-0.12) with maximum and minimum of 46% (95 % CI=0.42-0.50), and 0.01% (95 % CI=0.000-0.002), respectively. CONCLUSION HEV is common in Iran although the prevalence is lower than some neighbor countries.

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<p><strong>INTRODUCTION: </strong>learning is a human’s natural tendencies; therefore, the identification of factors affecting it, is very important in fixing problems and deficiencies in educational systems. One of the factors contributing to students’ academic achievement and increased learning outcome is to identify their learning styles leading to better and more satisfying learning. The aim of the present study was to examine learning styles in students of Medical Sciences.</p><p><strong>METHODOLOGY: </strong>The present descriptive-analytical study was conducted on 417 students of Medical Sciences selected based on cluster random sampling method in the academic year 2015-2016. The data were collected through a two-part questionnaire. The first part was consisting students’ demographic characteristics. The second part was validated VARK questionnaire to categorize learning styles in the students. The collected data were analyzed through descriptive statistics, Fisher’s exact test, Chi-square test and ANOVA in SPSS version 19.0</p><p><strong>RESULTS:</strong> The results showed the following average scores for students’ learning styles: read/write learning style (7.21±1.52), kinesthetic learning style (6.59±0.97), visual learning style (6.23±1.00), auditory learning style (6.00±0.84) and multiple learning styles (5.25±1.00). The results showed no significant relationship between students’ demographic characteristics and their learning styles (p&gt;0.05).</p><p><strong>CONCLUSIONS: </strong>Based on the results of this study, the most preferred learning style by medical students was the read/write style. Most university teachers believe that the cause of students’ academic failure is lack of studying; however, this failure may be due to a mismatch between students’ learning styles and teachers’ teaching styles. In view of that, one of the requirements for appropriate education is to examine students’ learning styles at the beginning of each educational year and apply appropriate teaching styles accordingly.</p>

Introduction: Every amazing human development in the modern world is resulted from learning; therefore, teaching and learning improvement are the bases of all activities. There is a wide-range of factors affecting learning and the identification of these factors is very important in fixing problems and deficiencies in educational systems. Among the factors contributing to academic achievement are the consideration of students' differences and identification of their learning styles. Accordingly, the present study was conducted to identify medical students' learning styles in terms of gender.Methodology: This is a descriptive-analytical study that it conducted in 2015 on 360 students of Medical Sciences. The data collected through a two-part questionnaire consisting of questions about students' demographic characteristics and the validated VARK questionnaire to categorize their learning styles. Using the SPSS-19 software, the collected data were analyzed through descriptive statistics, Chi-square test and ANOVA.Results: the results showed that the mostly preferred learning style among medical students was the Read/Write style (48.3% of students at school of nursing, 56.7% of students at school of dentistry, 40% of students at school of medicine, 36.7% of students at school of paramedics, 53.3% of students at school of public health and 43.3% of students at school of rehabilitation). The results also showed no significant relationship between learning style and age (p=0.60), school (p=0.106) and gender (p=0.41).Conclusions: the results of this study showed that there is no significant relationship between gender and learning style of medical students. Furthermore, the mostly preferred learning style of students at Zahedan University of Medical Sciences is the Read/Write style.