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.
Sara Shafian; Soleiman Ahmadi; Parvin Rezaei-Gazki; Roghayeh Ershad Sarabi
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 educationalmedical 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 educationalmedical 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 semistructured 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.
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.
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.
Aziz Shamsi; Safoura Dorri
Abstract
Context Effective clinical skills training of medical students can guarantee a higher quality of care, diagnosis, and treatment for patients. Therefore, selection of appropriate methods of clinical education is of great significance. Mastery learning is one of the learning models in which educational ...
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Context Effective clinical skills training of medical students can guarantee a higher quality of care, diagnosis, and treatment for patients. Therefore, selection of appropriate methods of clinical education is of great significance. Mastery learning is one of the learning models in which educational progress is not dependent on time, but rather performance. In this model, the learner is constantly assessed until achieving mastery. All students can achieve the same level of learning, although the amount of time required for mastery is variable. Objectives The purpose of the present study was to review the literature on the effects of mastery learning on the clinical education of medical students. Data Sources This systematic review was conducted in English and Persian databases to evaluate articles on mastery learning in clinical education, published from 1990 to 2016. In the primary search, 503 articles were retrieved using Persian and English keywords, including “clinical teaching” and “mastery learning”. After reviewing the abstracts, 50 relevant articles were selected, and, finally, 26 articles were reviewed. Results Based on the findings, mastery learning can improve skill mastery among students, reduce the complications of medical interventions, increase the students’ self-confidence, reduce the required time for skill acquisition, increase the students’ knowledge, and improve their communication skills. Also, this method of learning has been effectively applied in medicine, nursing, and occupational therapy for students and hospital staff. Conclusions Mastery learning is a suitable method for teaching clinical skills to students. Considering the advantages of this method, it can be used effectively to train students from different medical disciplines.
Shahin Salarvand; Zahra Bagheri; Mehdi Safari Ebrahim Saraie
Abstract
Background Due to the pivotal role of clinical education in the nursing profession, paying attention to effective approaches in improving the quality of education is of great importance. Objectives The current study aimed at determining the effect of mentorship with senior students or nurses on knowledge ...
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Background Due to the pivotal role of clinical education in the nursing profession, paying attention to effective approaches in improving the quality of education is of great importance. Objectives The current study aimed at determining the effect of mentorship with senior students or nurses on knowledge and clinical self-efficacy of nursing students. Methods The current trial was conducted on 72 nursing students in Lorestan University of medical sciences in academic year 2012 - 2013. The participants selected by convenience sampling method and assigned, using stratified random blocks, to one control group which supervised by a faculty member only and two intervention groups supervised by a faculty member and a senior student or nurse as mentor. Clinical self-efficacy scale and a researcher-made questionnaire were used to measure the participants’ knowledge and self-efficacy before and after the educational intervention. ANOVA and paired samples test and chi square were used to analyze the data. Results The mean score of knowledge and clinical self-efficacy increased in all the three groups, but the increase was significantly higher in the third group (the group supervised by a faculty member and a qualified nurse as mentor) than the others. Conclusions Due to the positive effects of mentorship with a qualified nurse, it is suggested that mentorship programs be included in the curriculum of nursing students.
Nastaran Ghotbi; Saeed Nasrollahi
Abstract
Background and Objectives Teaching clinical skills to students who provide health services is of great importance. Many universities use questionnaires to make qualitative assessments about the teaching of these skills based on the students’ point of view. In many cases, the learning environment ...
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Background and Objectives Teaching clinical skills to students who provide health services is of great importance. Many universities use questionnaires to make qualitative assessments about the teaching of these skills based on the students’ point of view. In many cases, the learning environment affects teaching; however, this issue is not often taken into account while designing questionnaires. In addition, it is necessary to specialize the questionnaires because the clinical trainings of different medical groups differ from each other. The aims of this study were 1, to develop a questionnaire that could be used for quality assessment of clinical education provided by faculty members of rehabilitation school and 2, to evaluate the validity and reliability of such a questionnaire. Methods Based on the clinical education curriculums of the departments of rehabilitation school, a questionnaire consisting of two sections assessing teaching quality (24 items) and learning environment (7 items) was designed. Face and content validity of the questionnaire was approved during several feedback stages based on the opinions of the faculty members. In addition, the reliability of the questionnaire was evaluated by administering it to 25 undergraduate students during a given time interval. Results Using Cronbach’s alpha, the internal consistency values of the questionnaire for teaching quality and learning environment components were found to be 0.94 and 0.73, respectively. The results of the test-retest reliability were as follows: intraclass correlation coefficient (ICC) of 0.95 and 0.96; Pearson correlation coefficient of r = 0.92 and r = 0.93, and paired t-test of P > 0.05. Conclusions Both the teaching quality and learning environment sections in the designed questionnaire were found to be valid and reliable. The results showed that the questionnaire could be used to assess the quality of clinical education provided by faculty members in rehabilitation schools.
Sara Afshar; Dorsa Hamedi; Nasibeh Noori-Moombeini; Nazila Akbarfahimi
Volume 13, Issue 5 , January 2017, , Pages 468-475
Abstract
Background & Objective: The ultimate goal of medical universities is clinical efficacy in their students Students evaluation of selfefficacy can be a good guide to predicting their clinical skills Therefore this research was designed to evaluate the effect of occupational therapy clinical training ...
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Background & Objective: The ultimate goal of medical universities is clinical efficacy in their students Students evaluation of selfefficacy can be a good guide to predicting their clinical skills Therefore this research was designed to evaluate the effect of occupational therapy clinical training during one semester on selfefficacy and clinical reasoning in students and the relationship between these two factors Methods: This descriptiveanalytical and crosssectional study was conducted on 42 third and fourth year undergraduate students of occupational therapy who were passing the clinical education course The study was conducted in all occupational therapy clinical centers of Jundishapur University of Medical Sciences Ahvaz Iran through census sampling in 2014 The General SelfEfficacy Scale (10 questions) and SelfAssessment of Clinical Reflection and Reasoning (26 questions) were used in this study Data were analyzed using descriptive statistics and parametric tests such as paired ttest independent ttest and the Pearson correlation coefficient in SPSS software Results: Results indicated a significant change (from 2997 ± 387 in pretest to 3180 ± 404 in posttest) in students selfefficacy during one semester (P = 0009) However the increase in mean scores of clinical reasoning and selfreflection at the end of the semester was not significant (P = 0460) There was a weak correlation between the selfefficacy variable and clinical reasoning and selfreflection (P = 0010 r = 039) Scores did not show statistically significant differences in either cases and between the two sexes Conclusion: According to the results of this study clinical training program in the field of occupational therapy led to the creation and promotion of selfefficacy in students but does not increase clinical reasoning among them Therefore revision of clinical training of students and improvement of their clinical courses plans seems necessary
Soleiman Ahmady; Soleiman Ahmady; Mohammad Ali Hosseini; Seyed Mehran Homam; Arezo Farajpour; Mohammad Ghitaghi; Maryam Hosseini-Abardeh
Volume 13, Issue 2 , June 2016, , Pages 114-132
Abstract
Background & Objective: Medical education is one of the most important challenges facing Iranian medical authorities Meanwhile Islamic Azad University as a nongovernmental authority for medical education has its own challenges and problems This study aimed to assess faculties perception to identify ...
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Background & Objective: Medical education is one of the most important challenges facing Iranian medical authorities Meanwhile Islamic Azad University as a nongovernmental authority for medical education has its own challenges and problems This study aimed to assess faculties perception to identify the challenges in this area to improve the achievement of educational goals and the quality of health care Methods: In this qualitative study in 2014 the conventional content analysis was done for 10 semistructured interviews with the faculty member of Islamic Azad University with experience interest and authority in medical school After implementation of interviews reviews were done several times The open coding system was used to generate initial categories for analysis Results: Analysis of data obtained from interviews with participants resulted seven themes including the public system abandoned the university despite the general acceptance ignoring students positive and negative characteristics problems of clinical faculty challenges of research area challenges in clinical education problems related to the field of interaction with the Ministry of Health and Medical Education and improving strategies Each theme consisted of several subcategories and described the specific aspects of the challenges in this area Conclusion: It is expected that the Ministry of Health and Medical Education in the Stewardship of Health and Medical Education consider the clinical education in Islamic Azad universities in terms of planning and policymaking Islamic Azad University officials also should consider strategies within the organization
Saba Farzi; Fariba Haghani; Sedigheh Farzi
Volume 12, Issue 5 , February 2016, , Pages 745-752
Abstract
Background & Objective: In nursing clinical education due to its importance is known as the heart of professional education One of the skills taught in the clinical environment is nursing procedures Studies show that even students who have complete theoretical knowledge are unable to provide care ...
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Background & Objective: In nursing clinical education due to its importance is known as the heart of professional education One of the skills taught in the clinical environment is nursing procedures Studies show that even students who have complete theoretical knowledge are unable to provide care and perform the required skills at the clients bedside independently Thus the present study was carried out with the aim to reveal the problems and challenges of nursing students in nursing procedures training Methods: This descriptiveexploratory study was conducted with qualitative approach in 2016 The study participants consisted of 12 students from the School of Nursing Purposive sampling was conducted until data saturation Data were collected through interviews All interviews were taperecorded handwritten and analyzed line by line To analyze the data conventional content analysis was used Results: From the interviews 5 main categories and 17 subcategories which represent students experiences of the challenges of nursing procedures training were extracted The categories included the transition from skill lab to practice discrepancies between education and clinical practice fears practice of clinical instructor and students characteristics Conclusion: Students are only able to perform the correct nursing procedures when the appropriate training is provided Considering the entrance behavior of students attracting and employing experienced clinical teachers and improving the learning environment can help in overcoming the obstacles expressed by students
Malahat Nikravan-Mofrad; Soleiman Ahmady; Soleiman Zand; Soleiman Ahmady; Fatemeh Rafiei
Volume 12, Issue 5 , February 2016, , Pages 781-788
Abstract
Background & Objective: Numerous factors together are the cause of satisfaction with the field of education Thus the lack of presence of only one factor can reduce an individuals satisfaction or cause dissatisfaction with the field of study Satisfaction with study is an influential construct in the ...
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Background & Objective: Numerous factors together are the cause of satisfaction with the field of education Thus the lack of presence of only one factor can reduce an individuals satisfaction or cause dissatisfaction with the field of study Satisfaction with study is an influential construct in the education process which consists of students perception of training programs the circumstance required for the community and teachers guidance Since learning has a strong relationship with satisfaction with the field of study the present study aimed to investigate the effect of feedback on interest in the field of study Methods: This quasiexperimental study was performed on all nursing students in their 7th semester in schools of nursing and midwifery in Arak and Shazand Iran in the first halfyear of 20142015 The students were undertaking their internship in the post coronary care unit (postCCU) of Amir Kabir Hospital of Arak Iran The participants were randomly divided into two groups of intervention and control Each group was divided into subgroups of 7 and 8 students and each group undertook their internship in 4 weeks in the morning shift To determine the effects of these methods after completion of each stage of the internship all students completed the questionnaire and the results were compared Results: 17 (944%) students in the intervention group were interested in nursing and only 1 (33%) student reported their lack of interest in the field of nursing A significant difference was observed between the intervention and control groups in this respect (P < 0007) Conclusion: It can be concluded that the feedback provided for the students during the training increased their satisfaction with the field of nursing
Reza Kariminejad; Roshanak Vameghi; Kianoush Abdi; Enayatollah Bakhshi; Zeinab Mohammdzadeh
Volume 12, Issue 3 , November 2015, , Pages 485-495
Abstract
Background & Objective: Clinical education courses are recognized as the heart of professional education because more than 50% of students time is spent in clinical environments Therefore qualifying in clinical skills requires an effective clinical learning environment Thus clinical education can ...
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Background & Objective: Clinical education courses are recognized as the heart of professional education because more than 50% of students time is spent in clinical environments Therefore qualifying in clinical skills requires an effective clinical learning environment Thus clinical education can be enriched through the consideration of clinical educators and students perspectives The aim of this study was to compare the viewpoints of clinical educators and students of the University of Social Welfare and Rehabilitation Sciences Tehran Iran toward the clinical education status of rehabilitation disciplines Methods: This study was a crosssectional study Based on the inclusion criteria and using convenience sampling method 54 clinical educators and 178 students were chosen from among clinical educators and students of orthopedics physiotherapy occupational therapy and speech therapy disciplines The participants completed valid and reliable clinical education questionnaires in the field of rehabilitation Results: A statistical difference was observed between clinical educators and students viewpoints in the area of “clinical learners” With regard to the academic degrees of clinical educators there was a statistically significant difference in the “evaluation area” With regard to the gender of clinical educators differences were observed in the area of “clinical learners” According to students academic disciplines with the exception of the field of “management” statistical differences were observed in other areas Conclusion: Clinical education courses in Rehabilitation Sciences must provide an effective clinical learning setting Moreover reviewing of management and evaluation of clinical education through appropriate evaluation criteria in order to improve the clinical education status is necessary
Leila Jouybari; Akram Sanagoo
Volume 6, Issue 2 , January 2010, , Pages 119-128
Abstract
Background & Objective : In a clinical environment where students learn their professions practical skills and become acquainted with their future roles and responsibilities having a capable and effective clinical instructor is vital to assure an appropriate atmosphere for learning and applying ...
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Background & Objective : In a clinical environment where students learn their professions practical skills and become acquainted with their future roles and responsibilities having a capable and effective clinical instructor is vital to assure an appropriate atmosphere for learning and applying skills and organizing learning in a clinical environment This study aimed to determine the characteristics of an effective instructor according to nursing & midwifery students and instructors point of view Methods : In this qualitative phenomenological study 30 students and 8 instructors of nursing and midwifery in Gorgan University of Medical Sciences were selected using purposive sampling method Data was collected using semi structured deep and interactive interviews They were analyzed using an approach recommended by Collaizi Results : The analysis of documents revealed three common concepts of characteristics of an effective clinical instructor according to the students and instructors point of view They included practical and scientific competencies educational management competencies and good behavior Participants also mentioned a variety of issues as inhibitors for effectiveness of an instructor and clinical learning The most important of them were lack of enough facilities old educational centers a paternalistic state created by medical doctors in educational centers and reluctance of nursing students to their career Conclusion : Our findings suggest that a systematic and alternative thinking is essential for improvement of a clinical education setting The enhancement of the instructors theoretical and clinical skills should accompany physical structural and qualitative changes of educational centers
Shahram Baraz Pordanjani; Malek Fereidooni Moghadam; Mohamadreza Loorizade
Volume 5, Issue 2 , January 2009, , Pages 102-112
Abstract
Background & Objective : Promoting quality of clinical education necessitates continuous evaluation of the current situations identifying strengths and improving weaknesses This study was designed to assess clinical education status according to the nursing and midwifery students point of view in ...
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Background & Objective : Promoting quality of clinical education necessitates continuous evaluation of the current situations identifying strengths and improving weaknesses This study was designed to assess clinical education status according to the nursing and midwifery students point of view in Tehran University of Medical Sciences Methods : In this descriptive study which was conducted in 20045 all senior nursing students who were doing a Bachelor of Science and senior midwifery students who were doing technicians Course (250 students) were asked to complete a 36 item questionnaire in a selfadministered way Results : The most important strengths of clinical education (according to mean scores) were “on time presence of the student in the ward” (8906) then “on time presence of the instructor in the ward” (8505) “considering the prerequisite clerkship courses” (825) “proper instructors behavior with students” (741) “clinical instructors interest in working” (7392) and “instructors clinical track record” (731) The most significant weaknesses of clinical education were related to “use of audiovisual aids in clinical atmosphere” (984) “enough number of students in the ward” (1491) and “having facilities” (1968) Conclusion : Although some aspects of clinical education were good and excellent improving positive aspects and modifying the weaknesses may be an effective step in promoting quality of clinical education Repetitive assessments of clinical fields and comparing the current situation with the previous or next ones can reveal the strengths and weaknesses of clinical education
