Material and Methods: This cohort Study was conducted on 966 pregnant women, who were multigravida and 18-35 years, referring to three prenatal care centers. Using convenience sampling, the data was collected by Patient Health Questionaire-9 and analyzed by chi square, Mann-Whitney, Logistic Regression. 

Results: Of 966, 70.1% were depressed and 29.9% were not depressed. The relationship between depression and preeclampsia was significant (P=0.017, adgusted OR=2.99). In 9.32 percent of preeclamptic patients, 91.68 suffered from mild depression in 8.33 percent of them, 91.67% from moderate depression and in 33.33 percent of the preeclamptic patients, 66.67 % suffered from moderate-severe depression. 

Conclusion: Given that dpression may lead to preeclampsia and the intensity of depression is related to preeclampsia, early recognition and treatment of depressed women can be helpful in the management of preeclampsia.

Background: Teacher evaluation is an essential and useful tool for decision making and determining appropriate teaching policies, especially in universities. The present study aimed to compare the teacher evaluation indices from the perspective of students and teachers at Alborz University of Medical Sciences, Iran.
Methods: The present descriptive-analytical study was conducted in 2013 on 34 faculty members and 418 students at Alborz University of Medical Sciences in Karaj, Iran. Data were collected using a researcher-made questionnaire on demographic characteristics, target group, appropriate time for teacher evaluation and opinions of faculty members and students about the twenty indices of teacher evaluation. The data were analyzed with SPSS 16 using descriptive statistics, mean test and Pearson correlation coefficient.
Results: The most effective target groups for teacher evaluation from the perspective of teachers were elite students (58.9%) and normal students (20.6%), while the most effective target groups for teacher evaluation from the perspective of students were normal students (42.1%) and teachers (14.1%).
Conclusion: Based on the results of the present study, we suggest using the criteria agreed by the teacher and students, revising the teacher evaluation forms, not limiting the evaluation process to the students' opinion, conducting self-evaluation by the teachers, conducting continuous evaluation at different times of the semester, a survey of teachers in preparing forms and summarizing and concluding the evaluations.