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Understanding health is a biological, psychological - social problem and requires complex policy actions and present of a variety of stakeholders in health policy process. In Contrary to the traditional approach to understanding health which was reductionist and medical, new approach is multi-dimensional and the attitude toward health is seen a phenomenon that depends on political, social, economic, cultural, individual and biological variables. New epidemic diseases including Covid-19 are not limited to medicine and must be seen as multi-level issue in a complicated format policy action. The main question of the present article is: what are the strategy principal policy making of confronting with corona? According to descriptive-analytic method and based on malign problem, research findings indicate policy design of confronting with corona must be applied at collaborative approach framework and at health governance frame. Governments must change the way they look at complex and malignant problems. It must change from command and control to leadership. The strategic implications of Corona policy-making are based on a collaborative approach, attention to the socio-historical context, changing the behavior of stakeholders and actors, determining authority, using health diplomacy, inclusive support system, increasing socio-political capital and using technology.

Introduction: Collaborative teaching and learning is a process-oriented and learner-centered approach to teaching, with an emphasis on what the learner does. This approach has been advocated in higher education in recent years. The purpose of this study was to assess the use of collaborative teaching approach by faculty members and its correlated factors in Arak University of Medical Sciences. Methods: This descriptive correlation study was conducted in year 2010 in Arak University of Medical Sciences. All faculty members (n=136) who had met inclusion criteria were selected. Data gathering tools included demographic data form and Pathways of Adult Learning Survey (PALS) which been used previously in other studies. Descriptive statistics and Chi2 test were used for data analysis. Results: The most instructors (68 persons, 69.4%) used traditional, teacher-centered approach. Total mean score for PALS in the studies sample was 121±19.6 which is below the questionnaire’s cut point (145). This means that the dominant teaching approach in them was teacher-centeredness. Faculty members who had taken educational methodology workshops significantly used the learner-centered teaching approach more. No relationship was found between teaching approach preference and other demographic characteristics. Conclusion: The teaching approach used by faculty members of Arak University of Medical Sciences was teaching-centered. Since teaching methodology workshops can positively influence the teaching approach used by faculty member, running these workshops is recommended.