Mohammadreza Shakibi; Mina Mobasher; Maryam Okhovati; Elham Iranmanesh; Elham Sharifpoor; Manzume Shamsi Meymandi; Mahmoodreza Dehghani
Abstract
Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world.Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of ...
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Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world.Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of Kerman University of Medical Sciences.Methods: The current scholarship study was conducted in three stages, in 2017. The first stage comprised of a comparative study needs assessment, and course design. The training course was conducted with the participation of 30 faculty members and the teaching of 10 experienced professors. Participants were evaluated through practical work and homework. Instructors were evaluated by participants using survey forms. The course was evaluated through interviews with several participants and professors.Results: After eight months of research and holding 16 sessions (which each took between 2 to 4 hours), a course with three main modules was designed in 2017. Instructors used appropriate teaching methods, including interaction with participants, problem-solving, discussing, teamwork, and practicing at home. According to the results of the evaluation, the content of the course was appropriate for the research activities of participants. Besides, they believed that the instructors were among the strengths of the course.Conclusion: Certainly, increasing research skills of faculty members will lead to better guidance of assistants and qualitative improvement of research conducted by students.
Mina Mobasher; Fatemeh Iranmanesh
Abstract
The primary purpose of medical ethics education is to prepare qualified physicians, who can improve the community’s health while respecting the patients’ rights and values (1). To improve the professionalism of medical students and physicians, basic components of professionalism (e.g., communication ...
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The primary purpose of medical ethics education is to prepare qualified physicians, who can improve the community’s health while respecting the patients’ rights and values (1). To improve the professionalism of medical students and physicians, basic components of professionalism (e.g., communication skills and ethics) and professional characteristics (e.g., accountability, altruism, professional excellence, and moral behavior) should be taken into consideration (3). In other words, ethics education attempts to communicate the governing virtues and values related to physicians’ interactions with patients, colleagues, and community (2). First and foremost, administrators and authorities of educational institutions should openly advocate for professional training and professional commitment; this ensures the success of related programs. Second, the etymological features of professionalism (historical roots, definitions, values, attributes, behaviors, and responsibilities) should be explicitly explained. Third, the learning environment should be in coordination with the objectives of the institution and professional regulations. Also, institutions should act based on their professional and organizational values, such as accountability, impartiality, honesty, integrity, and service, as their behaviors can influence the individual behaviors of learners and physicians.