Original Article
Khalil Tazik
Original Article
Reza Goudarzi; Majid Fasihi Harandi; Mohammad Tasavon Gholamhoseini; Mohammad Ebrahimipour
Letter to editor
Amir Mohammad Salehi; Mohammad Ahmadian; Hossein Ali Mohammadi; Elham Khanlarzadeh
Original Article
Zahra Meshkani; Mahmoud Reza Alebouyeh; Aziz Rezapour; Vahid Alipour; Alireza Mazdaki; Nader Markazi Moghaddam; Negar Yousefzadeh; Narges Hakimi
Abstract
Background: There was a challenge for teaching hospitals to accept residents for educational goals due to their training costs.
Objectives: The present study aimed to estimate the actual costs of residency training in hospitals for policymaking, budgetary impact, and negotiation.
Methods: This retrospective ...
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Background: There was a challenge for teaching hospitals to accept residents for educational goals due to their training costs.
Objectives: The present study aimed to estimate the actual costs of residency training in hospitals for policymaking, budgetary impact, and negotiation.
Methods: This retrospective study was performed in eight teaching hospitals affiliated with the Iran University of Medical Sciences, Tehran, Iran, in 2018. This study was based on the estimation of the actual costs of residency training for an academic year. Two scenarios were designed to estimate the costs of education per resident. All of the resources used by residents in the hospitals were identified. Cost items attributed to the training goals were allocated to the internal medicine and surgical fields; however, for cost items that were used for treatment and education, such as disposables and consumables and equipment, the cost drivers were used. Therefore, the difference between the scenarios was related to the cost drivers. In the first scenario, the expert panel defined the portion of residents of hospital resources. For the second scenario, the clinical staff-to-resident ratio was considered. Excel software (version 2010) was used for cost analysis.
Results: Overall, the selected hospitals had spent $ 586,720.35 and $ 572,358.10 based on scenarios 1 and 2, respectively. The residency training per surgical resident in the hospitals was about 1.2 times higher than an internal medicine resident. Surgery, neurology, urology, and anesthesiology were the fields with the highest costs in the hospitals; nevertheless, psychiatry, occupational medicine, and geriatrics and gerontology were the fields with the lowest costs in the hospitals, respectively.
Conclusion: Although residency training accounts for a large proportion of hospital costs, employing residents reduces the costs of human resources. Monitoring and controlling costs, as well as resource quotas for resident training, can be a way to reduce educational course costs in hospitals. Universities can cover some parts of the educational costs to motivate hospitals to make an appropriate setting for residents.
Letter to editor
Prakash G Gondode; Ankita Mahavir Garg; Diksha Manoj Gaur; Muralidharan Vittobaraju
Original Article
Fatemeh Keshmiri
Abstract
Background: Interprofessional collaboration is defined as a key component of a successful team in healthcare system. Interprofessional collaboration facilitates healthcare team members to provide the effective and safe healthcare services.
Objectives: The present study aimed at investigating ...
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Background: Interprofessional collaboration is defined as a key component of a successful team in healthcare system. Interprofessional collaboration facilitates healthcare team members to provide the effective and safe healthcare services.
Objectives: The present study aimed at investigating the relationship between self-efficacy and attitudes toward interprofessional communication and collaboration in learners of Different disciplines.
Methods: This cross-sectional study carried out in Shahid Sadoughi University of Medical Sciences in 2020. In the first phase, the psychometrics properties of the scales; attitudes toward healthcare teams and self-efficacy in interprofessional collaboration and communication were evaluated. In the second phase, the attitudes toward healthcare teams and the self-efficacy in interprofessional collaboration and communication were assessed with 178 residents, medical interns, and nursing students.
Results: The face and content validity, as well as the reliability of the instruments were confirmed. According to exploratory factor analysis, the items of the self-efficacy in interprofessional collaboration and communication scale were classified into four areas; effective communication with the patient, patient involvement, interprofessional teamwork, and interprofessional interaction. The Cronbach's alpha coefficient was 0.74 and 0.95, and interclass correlation coefficient was 0.76 and 0.90 for attitudes toward healthcare teams and self-efficacy in interprofessional collaboration and communication scales, respectively. The mean scores of self-efficacies (2.10 ±0.41) and attitudes toward health care teams (2.17 ±0.43) were at a weak level, and a significant relationship was observed between them (P= 0.001, r = 0.80).
Conclusion: regards the confirmation of validation of the tools, The validated instruments can be utilized for formative evaluation of learners in different fields in order to provide the necessary platform for the promotion of interprofessional collaboration behavior in clinical teaching teams.
Brief report
Leili Mosalanejad; mehdi M dastpak
Original Article
Forouzan Sadeghimahalli; Roghayeh Valipour Khajehghyasi; Somayeh Akbari farmad
Abstract
Background: Teaching and training require ethical considerations.
Objectives: the present study aimed at evaluating teaching ethics from the perspectives of professors and postgraduate students of Mazandaran University of Medical Sciences based on a comparative approach.
Methods: A cross-sectional ...
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Background: Teaching and training require ethical considerations.
Objectives: the present study aimed at evaluating teaching ethics from the perspectives of professors and postgraduate students of Mazandaran University of Medical Sciences based on a comparative approach.
Methods: A cross-sectional study was performed on all postgraduate students and their professors in the academic year of 2019-2020. A total of 284 postgraduate students and 42 professors were selected using a stratified random sampling method, according to the size of each stratum. The data collection instrument was the standard teacher's professional ethics scale including six subscales and 48 items, scored based on a five-point Likert scale from 1 to 5. Data were analyzed by SPSS version 21 using descriptive statistics, independent samples t-test, and one-way analysis of variance.
Results: The total mean score of professional ethics for professors was 3.67±0.63 and 4.29 ± 0.59 from the students' and professors’ perspectives, respectively. There was a significant difference between the students' and professors’ perspectives in each of the subscales (P <0.0001). There was a significant difference among schools in the teaching techniques mastery and observation of rules subscales.
Conclusion: From the perspective of students, the status of teaching ethics is still far from the standard, and it needs more educational plans to improve.
Original Article
Esmat Nouhi; Masoumeh Safikani; Noushin Kohan; Yunes Jahani
Abstract
Background and Aims: Although virtual training has been considered an educational emergency during the coronavirus crisis, it is still discussed in universities as a capacity. Student learning is the concern of all professors. Self-direction is an efficiency indicator in electronic learning (e-learning) ...
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Background and Aims: Although virtual training has been considered an educational emergency during the coronavirus crisis, it is still discussed in universities as a capacity. Student learning is the concern of all professors. Self-direction is an efficiency indicator in electronic learning (e-learning) widely used in effective educational systems. The present study aimed to determine self-directed learning outcomes and facilitators in virtual course students of medical education.
Methods: The statistical population of this descriptive-analytical cross-sectional study included the virtual graduate students of medical education in the universities of medical sciences in Tehran, Iran, in the academic year 2019. Moreover, the study sample was community-based and involved 201 students. The research instrument was the Persian version of the Self-Directed Learning Readiness Scale. Data analysis was performed using SPSS software (version 16), the indicators of descriptive statistics (e.g., mean, frequency, percentage, and standard deviation), linear regression, and Pearson correlation coefficient.
Results: Out of 201 individuals, 46 (22.9%) and 155 (77.1%) students were male and female, respectively. The mean age of the students was 39.93±8.25 years. The mean values of the scores of self-directed learning outcomes and facilitators were 71.8±9.4 (out of 95) and 70.4±10.6 (out of 125), respectively. There was a direct and significant relationship between the two variables of self-directed learning outcomes and facilitators (P<0.001); accordingly, with the increase of the score of facilitators, the score of self-directed learning also increased. Additionally, the variables of outcomes and facilitators had significant relationships with academic achievement (P<0.001).
Conclusion: According to the study results, by increasing self-directed learning facilitators, the outcomes of this type of learning, especially students’ academic achievement, increased. Therefore, it is recommended to increase students’ participation and consolidate self-directed activities. Furthermore, by the application of technology and program appropriate to the subject of the course, professors in virtual training should strengthen and nurture students’ self-direction skills and guide them to do various assignments and activities related to their lesson objectives.
Letter to editor
Sara Shafian; Mahla Salajegheh
Original Article
Mahla Salajegheh; Ali Norouzi
Abstract
Background and Aim: Educational development of faculty members requires the adoption of clear and coherent strategies that pave the way for achieving goals in this area. This study aimed to design a comprehensive educational faculty development program in Kerman University of Medical Sciences.
Method: ...
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Background and Aim: Educational development of faculty members requires the adoption of clear and coherent strategies that pave the way for achieving goals in this area. This study aimed to design a comprehensive educational faculty development program in Kerman University of Medical Sciences.
Method: In the current descriptive study, we designed a comprehensive educational faculty development program based on four steps of Kern’s curriculum planning model from problem identification and needs assessment to the development of educational strategies in 2020. To implement the steps of problem identification and needs assessment, four focus groups were held with faculty members and some students.
Results: The educational needs of faculty members were determined based on the specific characteristics of the program audiences. As a result of the needs assessment, the specific educational needs of each target group were determined in 19 areas and 32 skills. Then, the specific goals and educational strategies of the program were developed.
Conclusion: The research led to the development of an educational comprehensive faculty development program. These results can help localize the educational needs of faculty members of different medical universities and improve the faculty development in the country.
Review
Mahla Salajegheh; Nazanin Shamaeian Razavi
Abstract
Background and Aim: The objective structured clinical examination (OSCE) is widely used to assess the clinical competence of medical students. Despite the widespread use of the OSCE, the scoring methods used in this test can be a potential source of measurement error and affect the accuracy of scores. ...
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Background and Aim: The objective structured clinical examination (OSCE) is widely used to assess the clinical competence of medical students. Despite the widespread use of the OSCE, the scoring methods used in this test can be a potential source of measurement error and affect the accuracy of scores. This study aims to investigate the checklist and global rating form scoring methods in OSCE stations.
Methods: In this narrative review study, the keywords “OSCE”, “Reliability”, “Validity”, “Utility”, “Global”, and “Checklist” were searched in Scopus, Web of Science, EMBASE, and Medline databases between 2010 and March 2021. After removing duplicates and considering the direct relationship of the articles to the study’s aim, full-text articles were reviewed.
Results: In searching for sources, 30 articles were found, of which 19 cases were finalized. The results of the articles were divided into five categories, including the correlation of scores, subjectivity and objectivity, validity and reliability, ease of use, and the need to train assessors, and the assessed capabilities in scoring using checklists and global rating forms.
Conclusion: There is widespread disagreement on the superiority of checklist over global rating form. It is recommended that both scoring methods be used in combination to achieve maximum reliability and validity, to assess student skills based on objective criteria, to avoid applying assessor mentality, and to gain maximum validity in test results.
Letter to editor
Kallol Debnath
Original Article
Hamid Mahmoodi; Mehri Hadad Narafshan; Hassan Shahabi
Original Article
Mahboobeh Khabaz Mafinejad; Sadegh Jahan; Kasra Hatampour; Mohammadreza Ganjedanesh; Negar Sadat Ahmadi; Zahra Valizadeh Samakoosh; Mojtaba Rezaiee; Mahla Khaiat Rasouli; Mobin Moradi; Mohammad Taherahmadi
Original Article
Monireh Parvaneh; Kiomars Niaz Azari; Taraneh Enayati
Abstract
Background: One way to make change in the field of education is through future studies. Considering the role of future studies in building a better future for the country’s medical education and health system, the establishment of the required bases in medical education is necessary.
Objectives: ...
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Background: One way to make change in the field of education is through future studies. Considering the role of future studies in building a better future for the country’s medical education and health system, the establishment of the required bases in medical education is necessary.
Objectives: The present study aimed to investigate the dimensions and components of future studies in the educational system of a university of medical sciences.
Methods: In this grounded-theory study, the statistical population included expert and knowledgeable faculty members with an experience of delivering services as directors, principals, and deputies of the faculties of Babol University of Medical Sciences, Mazandaran, Iran. In-depth and exploratory individual interviews were held through a questionnaire containing six standard items within October and December 2018.The interview process was completed based on the data saturation law, and the required conclusion was drawn with 10 samples.
Results: A questionnaire with 50 components in three main dimensions, including infrastructure (25 components), management and faculty members (9 components), and outputs (16 components), was designed. Moreover, the validity and reliability of the questionnaire were confirmed.
Conclusion: It is time to build necessary capacities for future studies in the universities of medical sciences and provide the possibility for extensive participation and support of researchers and faculty members in future studies programs in the field of medical education and health research in Iran. The dimensions and components obtained from this study can be helpful in this regard.
Review
Amir Mohammad Salehi; Hossein Ali Mohammadi; Mohammad Ahmadian; Elham Khanlarzadeh
Original Article
Mehdi Haghighi; Moslem Cherabin; Ahmad Akbari; Mohamad Karimi
Original Article
Habibeh Ahmadipour; Saeideh Moslemizadeh
Original Article
Sina Valiee; Mohammad-Iraj Bagheri-Saweh; Bijan Nouri; Serva Rezaee
Original Article
Abstract
Background: Specialized and subspecialized medical education is of key importance in the higher education system due to the special role of residents in various fields in the educational-medical system of universities and the important role of graduates of these fields as specialized and subspecialized ...
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Background: Specialized and subspecialized medical education is of key importance in the higher education system due to the special role of residents in various fields in the educational-medical system of universities and the important role of graduates of these fields as specialized and subspecialized physicians in the community health system; therefore, the examination of their views on desirable education can lead to the improvement of the quality of education.
Objectives: The present study aimed to explain the views of residents of Kerman University of Medical Sciences, Kerman, Iran, on desirable education.
Methods: This study was performed using qualitative content analysis. A total of 17 participants were selected by purposive sampling in the academic year of 2019-2020 from the educational hospitals of Kerman University of Medical Sciences and interviewed in face-to-face and semi-structured manners. After collecting the data, all the interviews were implemented and reviewed, and categories were extracted.
Results: Data analysis led to the extraction of six main themes, including capable clinical professors, effective clinical environments, comprehensive planning, comprehensive and preventive educational rules and regulations, efforts to improve educational processes, and educational management.
Conclusion: Health promotion is one of the needs of today’s society. Clinical education should be responsive to society, and the desirability of this education will lead to community health promotion. In this regard, it is suggested that education and health officials take an effective step toward improving residency course education by proper planning, performing continuous evaluations of the status of residency education, and considering the factors affecting the desirable clinical education.
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