Mahla Salajegheh; Ali Norouzi
Abstract
Background: Educational development of faculty members requires the adoption of clear and coherent strategies that pave the way for achieving goals in this area.Objectives: This study aimed to design a comprehensive educational faculty development program in Kerman University of Medical Sciences.Methods: ...
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Background: Educational development of faculty members requires the adoption of clear and coherent strategies that pave the way for achieving goals in this area.Objectives: This study aimed to design a comprehensive educational faculty development program in Kerman University of Medical Sciences.Methods: 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.
Mahla Salajegheh; Nazanin Shamaeian Razavi
Abstract
Background: The objective structured clinical examination (OSCE) is broadly applied 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 the scores.Objectives: ...
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Background: The objective structured clinical examination (OSCE) is broadly applied 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 the scores.Objectives: This study was aimed 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 objectives, full-text articles were reviewed.Results: In total , 30 articles were retrived, of which 19 cases were finalized. The results of retrived 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 by 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.
Sara Shafian; Mahla Salajegheh
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.
Mahla Salajegheh; Mina Nezam Nia
Abstract
Background and Objectives Empathy is one of the main skills in establishing a relationship between physicians and patients, and in order to increase this sense in students, it is necessary to introduce systematic and active programs into medical education. The aim of this study is to determine the effect ...
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Background and Objectives Empathy is one of the main skills in establishing a relationship between physicians and patients, and in order to increase this sense in students, it is necessary to introduce systematic and active programs into medical education. The aim of this study is to determine the effect of an educational intervention based on a health belief model on empowering the sense of empathy in medical students. Methods This was a quasi-experimental intervention conducted on two groups of 80 medical students involved in the internship program from Tehran University of Medical Sciences in 2015. Sampling was done randomly, and the subjects were randomly assigned to two groups, experimental and control. In the pre-test phase, all students completed a three-dimensional questionnaire including demographic data; a valid, reliable, and standardized Jefferson empathy questionnaire; and a section comprising questions designed by the researcher based on the constructs of the health belief model. Educational intervention was conducted only for the experimental group. To measure the results of educational intervention, the standardized patient questionnaires and the questionnaires completed by the students were used. Data were analyzed by means of frequency, percentage, mean and standard deviation, ANOVA, and independent t-tests. Results Before the intervention, the two groups were similar and comparable in terms of demographic variables. After the intervention, there was a significant difference in the mean scores of perceived susceptibility (P < 0.001) and perceived severity (P = 0.002) between the two groups. The mean scores of perceived barriers and perceived benefits were significant among the two groups (P < 0.001). In addition, there were significant differences in the constructs of self-efficacy and cues to action three months after intervention (P < 0.001). Conclusions Training based on the health belief model was effective in empowering the sense of empathy among medical students. Training on empathy skills is recommended in order to increase patient satisfaction, promote health outcomes, and increase job satisfaction among physicians.
Mahla Salajegheh; Bahareh Bahmanbijari; Mostafa Shokouhi; Askar Safipour Afshar; Amin Beigzadeh
Volume 12, Supplement , July 2015, , Pages 119-130
Abstract
Background and Objective: Outpatient educational environments are used for the teaching of a broad range of medical disciplines. Therefore, it is of utmost importance to assess these environments with valid and reliable tools. The Ambulatory Care Learning Education Environment Measure (ACLEEM) can be ...
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Background and Objective: Outpatient educational environments are used for the teaching of a broad range of medical disciplines. Therefore, it is of utmost importance to assess these environments with valid and reliable tools. The Ambulatory Care Learning Education Environment Measure (ACLEEM) can be used for this purpose. The objective of this study was to assess the educational environment at outpatient clinics in teaching hospitals of Kerman University of Medical Sciences, Kerman, Iran.Methods: This descriptive-analytical study which was cross-sectional in nature was conducted in Kerman University of Medical Sciences in 2013-14. The study population, based on census sampling, consisted of 70 residents specializing in internal, gynecological, pediatric, and surgical disciplines. The data collection tool was a valid and reliable questionnaire consisting of 2 sections, demographic questions and 50 questions in 8 domains. Data were analyzed using SPSS software and descriptive tests (frequency, mean, and standard deviation) and analytical tests (ANOVA and t-test).Results: The total score of the questionnaire was 62.90 which showed the partially desirable status of the outpatient educational environment in the studied population. In terms of the total scores for each domain, the domains of clinical teacher competence (14.91 ± 2.99), clinical activity and patient care (12.85 ± 2.78), and time allocation for nonclinical activities (8.94 ± 2.93) obtained the highest scores, respectively. There was no significant relationship between sex, age, and educational year and mean score of each domain (P > 0.05). However, this relationship was significant for the field of study variable (P < 0.05). The highest mean score was related to gynecology residents (65.68 ± 5.7) and the lowest mean score was related to surgery residents (60.60 ± 5.9).Conclusion: The findings showed that the resident's perspective of the outpatient environment is not satisfactory. Therefore, it is expected that the related authorities provide a favorable and conducive environment for teaching and learning through planning.
Seyyed Kamran Soltani Arabshahi; Mahla Salajegheh
Volume 12, Supplement , July 2015, , Pages 140-149
Abstract
Background and Objective: In the present study, the evaluation domain of ambulatory care training in Firoozgar Hospital, Tehran, Iran, was assessed based on the Iranian national standards of undergraduate medical education related to ambulatory education using the Baldrige scoring matrix. It also offered ...
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Background and Objective: In the present study, the evaluation domain of ambulatory care training in Firoozgar Hospital, Tehran, Iran, was assessed based on the Iranian national standards of undergraduate medical education related to ambulatory education using the Baldrige scoring matrix. It also offered some suggestions for the promotion of education quality by use of the gap analysis method between the current condition and these standards.
Methods: This descriptive analytic study was a kind of evaluation research performed using the standard checklist published by the undergraduate medical education council. Document evaluation, survey, and observation were performed based on the Baldrige excellence model. After the confirmation of validity and reliability of the checklist, the establishment level of national standards was evaluated in the clinics of Firoozgar Hospital in the evaluation domain. Data were analyzed according to the national standards of the domain of ambulatory education and the Baldrige scoring matrix. Finally, the quality of the current condition was determined as very satisfactory, satisfactory, medium, weak, and very weak.
Results: In the clinics of Firoozgar Hospital, 25.50% of the national standards related to ambulatory education in the evaluation domain were observed and this domain was at a medium level.
Conclusion: Due to the medium level of the evaluation domain, it is suggested that ambulatory education authorities provide the necessary facilities and reformations by considering the national standards of ambulatory education in the domains that were determined as weak and need quality promotion.