Amin Beigzadeh; Nikoo Yamani; Peyman Adibi; Kambiz Bahaadinbeigy
Abstract
Background: In order to improve clinical education, after evaluating the current situation and identifying the shortcomings and problems, it is essential to find strategies to change and improve the situation. This results in planning an efficient clinical education program and achieving the educational ...
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Background: In order to improve clinical education, after evaluating the current situation and identifying the shortcomings and problems, it is essential to find strategies to change and improve the situation. This results in planning an efficient clinical education program and achieving the educational goals.Objectives: This study aimed at identifying strategies for clinical medical education in Iran.Methods: This systematic review was conducted in 2017 to find strategies for clinical medical education in Iran. Bedside teaching, ward round teaching, ward round, teaching round, training round, grand round, clinical teaching, ambulatory education, and bedside round were the keywords searched in both Persian- and English-language databases. Related articles were carefully reviewed and the key information was extracted. Finally, the data were analyzed in MAXQDA software version 10.Results: After retrieving the related articles, the title and abstract of 593 papers were reviewed, and after excluding the irrelevant and duplicate ones, full-texts of 101 articles were reviewed based on the study inclusion and exclusion criteria. The strategies for clinical medical education in Iran were classified into five categories including infrastructures, areas of clinical education, educational planning, and clinical teachers and students.Conclusion: Improving the quality of clinical education and the effectiveness of the educational system depends on the identification of appropriate strategies. The identified strategies pave the way for achieving targeted educational goals.
Sara Shafian; Peigham Heidarpoor; Kambiz Bahaadinbeigy; Shahram Yazdani
Abstract
Background: The outbreak of 2019 novel coronavirus (2019-nCoV) caused a pandemic in most countries, and how to face the pandemic is a major issue that needs to be addressed worldwide. Objectives: The current study aimed at determining the competitive advantage and scientific strength of medical sciences ...
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Background: The outbreak of 2019 novel coronavirus (2019-nCoV) caused a pandemic in most countries, and how to face the pandemic is a major issue that needs to be addressed worldwide. Objectives: The current study aimed at determining the competitive advantage and scientific strength of medical sciences universities to face this pandemic.Methods: A mixed-methods was employed to conduct the current study from May to April 2020 in three steps: a) identifying the academic departments with the most exposure to this pandemic; b) designing the protocol to calculate the scientific strength and competitive advantage, c) allocating the mission to academic departments.Result: The scientific strength and competitive advantage were calculated for clinical and non-clinical departments in all medical sciences universities. The obtained results indicated that some universities, for instance, Tehran, Shahid Beheshti, Iran, Isfahan, Mazandaran, Shiraz, Kerman, and Mashhad, had the most competitive advantage that would increase their responsibility to face this pandemic.Conclusion: Policy-makers that clearly identify the mission and objectives of their institutions and define the relevant tasks may have better performance based on the capacities and abilities of the medical sciences universities.
Amin Beigzadeh; Nikoo Yamani; Kambiz Bahaadinbeigy; Peyman Adibi
Abstract
Context In order to improve the quality of clinical education, it is necessary to investigate the current situation in clinical settings and identify its problems. This step is the most important part of modifying a clinical education program and meeting learning goals. The purpose of this study was ...
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Context In order to improve the quality of clinical education, it is necessary to investigate the current situation in clinical settings and identify its problems. This step is the most important part of modifying a clinical education program and meeting learning goals. The purpose of this study was to identify the challenges and problems of clinical medical education in Iran. Evidence Acquisition This systematic review was performed to determine the challenges and problems of clinical medical education in Iran in 2017. In order to retrieve articles, the following keywords: Clinical education, bedside teaching, clinical teaching, teaching round, ward round, ward round teaching, bedside round, teaching round, medical education, clinical round, ambulatory education, clinic education, grand round, and education in emergency were searched in reliable Persian and English databases. Then, the articles related to the research objective were carefully reviewed and key information was extracted. Data were analyzed using MAXQDA software version 10. Conclusions The problems of clinical education are in different areas. Identifying these areas and planning for them can improve clinical education status, achieve educational goals, and provide medical students with a more effective education.
Mahmoud Reza Dehghani; Mahla Salajegheh; Majid Fasihi Harandi; Kambiz Bahaadinbeigy; Bahareh Bahman Bijari; Zeynab Shakiba; Zahra Fatahi
Abstract
Background Attempts to increase the development of faculty members can improve their ability to assume different roles. Objectives The purpose of this study was to design, implementation, and evaluation a medical education fellowship program for the faculty members of Kerman University of Medical Sciences ...
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Background Attempts to increase the development of faculty members can improve their ability to assume different roles. Objectives The purpose of this study was to design, implementation, and evaluation a medical education fellowship program for the faculty members of Kerman University of Medical Sciences and to propose practical recommendations for the future design of development programs. Methods In this semi-experimental study, a total of 53 faculty members of Kerman University of Medical Sciences participated in a one-year development program, which was designed by the Education Development Center and included the main disciplines of medical education. The program was evaluated in several steps, using the Kirkpatrick model. Results In the first level of Kirkpatrick model, the majority of the participants were satisfied with the general quality of the fellowship program. Based on the findings, the program led to an increase in the knowledge of faculty members and promoted a more positive attitude towards education and these programs. The findings related to the second level of Kirkpatrick model showed a significant difference between the pretest and posttest results (P < 0.05). In addition, analysis of the effects of the program on the participants’ behaviors and practical learning indicated positive changes. Conclusions The medical education fellowship program led to positive changes in the participants’ attitudes towards education and faculty development programs and increased their knowledge about educational principles and strategies and achieving of training skills. It can be concluded that the medical education fellowship program could achieve many of its preset goals.
