Alireza Mirzaei; Sepideh Jamshidian; Fariba Haghani
Abstract
Background: High level of stress experienced by residents is one of the important factors of the reduction in their efficiency and the increase in their error rate and poor clinical performance.Objectives: The present study was conducted to review, identify and categorize the most important stressors ...
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Background: High level of stress experienced by residents is one of the important factors of the reduction in their efficiency and the increase in their error rate and poor clinical performance.Objectives: The present study was conducted to review, identify and categorize the most important stressors of residents.Methods: In this narrative review study, English articles were reviewed by electronic search of Education Resources Information Center (ERIC), PubMed, ProQuest, Scopus and Google Scholar search engine over the last 10 years (2013-2022).Results: Based on the data, 89 stressors were extracted from 12 articles, and then divided into six categories of "stressors related to care and treatment, stressors related to interpersonal and intrapersonal communication, social stressors, stressors related to course management and planning, stressors related to teaching and learning and stressors related to residents' drive and desires".Conclusion: The identification and categorization of stressors in the present study made it possible that the planners and practitioners of residency courses can design and implement effective solutions to reduce the negative impacts of residents' stressors and, as a result, provide better conditions for their learning and training during the course.
Masoumeh Rahimi; Majid Shirani
Abstract
Background The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective ...
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Background The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective if it is accompanied by efficient and applicable teaching methods. Objectives The current study aimed at reviewing the strategies and methods to enhance teaching and learning of residents in operating room settings. Methods The current review study was conducted based on library studies and review of the literature. PubMed, SID, and MagIran databases, as well as Google Scholar search engine, were searched using relevant phrases and keywords. A total of 60 articles were retrieved, out of which 22 articles were identified as consistent with the study objectives. Results The data obtained from the literature review were categorized into three sections: “General structure of training in the operating room”, “strategies and methods to strengthen teaching and learning in the operating room”, and “structured training models in the operating room”. Finally, application of these strategies in clinical teaching was summarized in three stages: Before operation, during operation, and after operation. Conclusions The operating room is a clinical facility with specific characteristics, which can challenge teaching in this setting. However, application of effective strategies and methods, as well as efficiently structured training based on the proposed models can facilitate teaching and learning enhancement in operating rooms.
Abbas Alami; Fariba Derakhshan
Volume 11, Issue 1 , May 2014, , Pages 114-124
Abstract
Background & Objective: To train specialists in infectious diseases a comprehensive and responsive curriculum to community needs is essential We checked the infectious diseases residency curriculum in Iran and comprised it with same curricula of other country with the aim of identifying the ...
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Background & Objective: To train specialists in infectious diseases a comprehensive and responsive curriculum to community needs is essential We checked the infectious diseases residency curriculum in Iran and comprised it with same curricula of other country with the aim of identifying the defects Methods: This descriptivecomparative study had three steps First researchers studied the infectious diseases curriculum of Iran Then the same curricula in some other countries were extracted and finally information such as mission and goals type and duration of postgraduate training and rotations teaching strategies and approaches and amount of elective courses were compared within these curricula Results: In Iran the curricula of postgraduate courses for all medical universities are formulated by Ministry of Health There are many similarities between infectious diseases residency curriculum of Iranian universities and other countries but in many countries it is offered in fellowship courses In Iranian domestic curriculum learning objectives themes and subthemes assessment methods blueprint and rotational period details are not mentioned However other issues such as the epidemiology and health issues are considered in the shortterm courses Based on domestic curriculum resident cannot be selectively trained in any course or procedure Most of the instructional content of curriculum was organized by topics Conclusion: Policy makers in Iranian Ministry of Health should attend internal consistency of infectious diseases residency curriculum considering other trainee levels curricula and utilize exclusive subjectbased models in curriculum formulation to promote education in this field
Azam Meyari; Mahdi Beiglarkhani
Volume 10, Issue 1 , May 2013, , Pages 109-118
Abstract
Background & Objective: The aim of this study was to survey the effect of presenting feedback on improvement of multiple choice questions (MCQ) design in annual residency exams Methods: In this semiexperimental study the structure and taxonomy in MCQs of annual residency exams in 2009 were analyzed ...
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Background & Objective: The aim of this study was to survey the effect of presenting feedback on improvement of multiple choice questions (MCQ) design in annual residency exams Methods: In this semiexperimental study the structure and taxonomy in MCQs of annual residency exams in 2009 were analyzed through Millmans checklist Based on this data an interventional feedback on strengths and weaknesses was presented to question designers who had experience of attending MCQ workshops and designing questions in the past The principles of giving technical feedback in medical education such as objectivity right timing and being direct respectful and without judgment were considered After the annual residency exam in 2010 the questions of designers in both years were compared in respect to Millmans principals and taxonomy before and after the intervention Results: From 2500 questions 2035 questions were entered into the study 652% of the questions developed in 2009 had no structural flaw this increased to 828% after the intervention which was a significant difference (P < 0001) Moreover there was a significant increase in the percentage of questions with a high taxonomy from 38% in 2009 to 531% in 2010 (P < 0001) Conclusion: Giving interventional feedback based on its techniques in medical education to experienced designers of MCQs can affect the improvement of designing quality of questions
