Shiva Khayyati Motlagh Bonab; Aeen Mohammadi; Sevda Fazlizade; Elnaz Hashemzadeh; Reyhaneh Golbaf; Hojjat Torkmandi; Mohammad Abdi
Abstract
Background: Professionalism means understanding a profession and introducing it to the society through professional behaviors. In particular in clinical settings, constructive feedback is provided in education to create professional behaviors.Objectives: This study aimed to investigate giving feedback ...
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Background: Professionalism means understanding a profession and introducing it to the society through professional behaviors. In particular in clinical settings, constructive feedback is provided in education to create professional behaviors.Objectives: This study aimed to investigate giving feedback on professionalism in clinical education.Methods: A narrative review was conducted in PubMed and Google Scholar on the publications over the last 10 years. Eight hundred twenty-six articles were found in the first step, among which 30 were handed over to the expert panel. Fifteen of 30 articles were finally selected.Results: The data of the studies were in four categories: feedback techniques, feedback in. curriculum, the scope of feedback, and feedback outcome. Feedback on professionalism was mostly presented through online services, portfolio, video-based systems, by a preceptor or peers, longitudinally in internship courses, and Multi Source Feedback (360 degree). In a study, feedback on professionalism was considered formally in the curriculum. Educational experts give both formative and summative feedback (most of which were formative). Based on the literature, feedback can enhance learning professionalism, curriculum reforms, system support, student comfort, evaluations, and efficacy of professionalism.Conclusion: Multi-Source feedback assessment was the most used tool for giving feedback in professionalism, and the most popular form was informal-formative feedback. Since professionalism is a multidimensional concept related to personal communication, multi-source tools have been the most commonly used in the literature.
Aeen Mohammadi; Rita Mojtahedzadeh; Hossein Keshavarz
Volume 3, Issue 2 , January 2007, , Pages 86-94
Abstract
Background: Assessing the statue of educational services in schools of Paramedical Sciences can help authorities to plan for further promotion through identifying schools strengths and weaknesses Objective: To design criteria and indices for educational ranking of associate programs of Paramedical Sciences ...
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Background: Assessing the statue of educational services in schools of Paramedical Sciences can help authorities to plan for further promotion through identifying schools strengths and weaknesses Objective: To design criteria and indices for educational ranking of associate programs of Paramedical Sciences including Laboratory Sciences Operating Room Nursing Technology of Radiology Anesthesiology Nuclear Medicine Technology of Radiotherapy and Medical Emergencies in Iran Methods: In an expert committee criteria used in worldwide rankings and medical education standards were reviewed Then a set of criteria and indices which were compatible to Iran educational system was devised and their weights were defined through consensus developing methods Each school was asked to introduce a representative to collect schools information and schools were visited to verify the gathered data Then schools scores for each criterion were calculated Results: A set of 42 criteria sorted as a tree diagram was devised Main branches of this tree included input branch consisting of National Entrance Examination (Weight: 2%) faculty members (weight: 18%) and facilities and equipment (weight: 20%) process branch consisting of administrations (weight: 405%) and support and counseling systems (weight: 45%) and output branch consisting of students output (weight: 9%) and faculty members output (weight: 6%) Conclusion: This study provided the educational strengths and weaknesses of Paramedical Sciences programs in Iran The results can be used in devising practical strategies for qualitative and quantitative improvement
