Leili Mosalanejad
Abstract
The goal of teaching in medical sciences is to warrant increasing the number of people with professional identities. Teaching medical professionalism within a theoretical field is a means to achieve a goal. The foundations of identity development stipulated in educational psychology, and other related ...
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The goal of teaching in medical sciences is to warrant increasing the number of people with professional identities. Teaching medical professionalism within a theoretical field is a means to achieve a goal. The foundations of identity development stipulated in educational psychology, and other related fields have been recently applied to evaluate the process, in which specialists attain their professional identities (1).Moreover, professionalism must be taught to enhance the performance of physicians in increasingly complex healthcare systems (2). All medical universities have been actively involved in establishing and implementing structured programs of teaching and assessing professionalism to undergraduate and postgraduate students (1, 3). The commonly stated educational objectives in medial universities are to ensure the acquired cognitive base of professionalism, internalize the medical profession in students, and consistently consider professional behaviors in practice.
Mahmood-Reza Dehghani; Fereidoon Azizi; Aliakbar Haghdoost; Nouzar Nakhaee; Payam Khazaeli; Zinat Ravangard
Volume 10, Issue 4 , February 2014, , Pages 403-412
Abstract
Background & Objective: Social accountability medical education in all fields considers health problems priorities in specified countries Health provision (social accountability) encounters many challenges in its delivery due to more reasons and faculty innovations seem essential in promotion of ...
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Background & Objective: Social accountability medical education in all fields considers health problems priorities in specified countries Health provision (social accountability) encounters many challenges in its delivery due to more reasons and faculty innovations seem essential in promotion of education This study was designed in order to investigate social accountability medical education and innovations of clinical faculty members Methods: In a crosssectional and triangulation study point of view of 72 clinical faculty members in Kerman University of Medical Sciences Iran about social accountability medical education and their innovations was investigated by two separated questionnaires Results: Situation analysis of social accountability medical education in Kerman University of Medical Sciences showed that this form of education is in weaknessthreatened status The score of strengths was significantly difference among men and women and score of weakness was significantly difference among different educational groups and academic degrees (P < 005) There was no significant difference between situation analysis of social accountability medical education innovation and other demographic and educational variables Conclusion: Status of social accountability medical education (weaknessthreatened) is not appropriate in Kerman University of Medical Sciences in order to its promotion there must be an appropriate mechanism In addition potentials of faculty members must be considered about innovation for social accountability medical education
