Fereidoon Azizi; Abbass Entezari; Nader Momtazmanesh; Masoud Pezeshkian; Narges Tabrizchi
Abstract
Background: Following the Iranian Islamic revolution in 1979, two major reforms were implemented in the nationwide health system: Establishment of the Ministry of Health and Medical Education and the development of Primary Health Care Networks. The aim of this article is to review the impact of integration ...
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Background: Following the Iranian Islamic revolution in 1979, two major reforms were implemented in the nationwide health system: Establishment of the Ministry of Health and Medical Education and the development of Primary Health Care Networks. The aim of this article is to review the impact of integration of medical education in the health system.Methods: We review here the birth and growth of the integration of the health care system and medical education, the successes, the aspirations and some of the obstacles and challenges found along this path, as well as the vision and strategies for the future. All articles on this issue published in international Journal and in Iranian medical Journals were reviewed.Results: Health care and medical education in the I.R. Iran have undergone profound reform in the last four decades after integration of the Ministry of Health and all related schools and institutions of medical education. The newly formed Ministry of Health and Medical Education is responsible for every aspect of policy making, planning, leadership, stewardship, supervision and evaluation of health services, in addition to the training and educating of human resources for health, within the “Comprehensive Health Care Delivery System” that makes up Iran’s health infrastructure. From 1979 to 2020, the number of medical, dentistry and pharmacy schools have increased from 7 to 47, 3 to 35 and 3 to 22, respectively, with a rise in student yearly admissions in all programs of medical sciences from 1387 to 48120. There were no PhD or clinical subspecialty programs in 1979, whereas in 2020, annual student admission rates for such programs were 1038 and 219, respectively; these have been accompanied by marked improvements in the quality of education, clinical care and major health indicators such as increase in life expectancy, access to PHC in rural area, access to clean water, total number of rural health houses and vaccination coverage, on the other hand decrease in maternal, neonatal and under 5years mortality rates, decline in the number of patients sent abroad for treatment and also the number of foreign general physicians practicing in Iran..As a result ofsignificant rise in research activitiesthe number of scientific medical publications have increased from less than 2000 to over 70,000 yearly and Iran has achieved rank of 16 among all countries of the world in this regard.Conclusion: Integration of medical education into the health care system has been an appropriate and economical strategy for achieving health promotion and the key point for the improvement of medical education for better social accountability in the Islamic Republic of Iran.
Leili Yekefallah; Fatemeh Samiee; Abbas Allami; Afsaneh Yakhforoshha
Abstract
Health education institutes should provide effective programs to prepare healthcare professionals who can deliver safe and high-quality care in the future. Thus, integration of the health service system and the health education system is required to provide students with the opportunity to translate ...
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Health education institutes should provide effective programs to prepare healthcare professionals who can deliver safe and high-quality care in the future. Thus, integration of the health service system and the health education system is required to provide students with the opportunity to translate theory into practice when delivering care to patients and communities (1). One approach that was reported as a promising modality of health care delivery as well as a novel educational approach for bridging the gap between education and clinical practice through experiential learning is home-based care (HBC) (2)...
Roghayeh Valipour Khajeghyasi; Mohammad Reza Nili; Mohammad Javad Liaghatdar
Abstract
Background: The dentistry profession requires a high level of soft skills whose training seems necessary to respond to the community and increase the quality of specialized practice.Objectives: The present study was conducted to examine the status of soft skills training in dentistry basic sciences courses ...
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Background: The dentistry profession requires a high level of soft skills whose training seems necessary to respond to the community and increase the quality of specialized practice.Objectives: The present study was conducted to examine the status of soft skills training in dentistry basic sciences courses and identify the capabilities of each basic sciences course for the process-oriented integration of soft skills in the dentistry profession.Methods: The present qualitative study was conducted in 2018-2019.Semi-structured interviews were used to collect the data. The study’s statistical population included the faculty members of the basic sciences of Isfahan and Mazandaran universities of medical sciences Iran, using purposive sampling. Moreover, the content analysis method was used to analyze the data.Results: Soft skills training in the dentistry profession was not one of the educational objectives of basic sciences courses in this field, and teaching and evaluation methods used by professors had less capability to develop these skills. Additionally, the results showed that most of the identified soft skills in five domains had the integration capability in most basic sciences courses. Only some differences were observed in the integration of soft skills in the cognitiveintellectual domain.Conclusion: It is suggested to include soft skills training in the objectives of dentistry basic sciences courses and consider the capabilities of each course and curricula to correct teaching and evaluation methods in this regard. Furthermore, it is recommended to strengthen the capabilities of basic sciences professors to integrate soft skills.
Mohammad Reza Amiresmaili; Saeideh Negahdari; Zahra Khosravirad; Mahya Tohidi; Sajad Khosravi
Volume 13, Issue 4 , November 2016, , Pages 337-348
Abstract
Background & Objective: The plan of integration of medical schools into the health system was adopted in 1985 and one of its consequences was the creation of the teaching hospital The aim of this study was to investigate the problems and challenges of managing teaching hospitals Methods: This qualitative ...
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Background & Objective: The plan of integration of medical schools into the health system was adopted in 1985 and one of its consequences was the creation of the teaching hospital The aim of this study was to investigate the problems and challenges of managing teaching hospitals Methods: This qualitative phenomenological study was conducted through interviews with 16 health experts about the integration of medical education and the problems of the management of teaching hospitals in 2014 In this study the data gathering tool was interviews In order to approve the credibility and confirmability of the text it was transcribed and the resulting analysis was distributed among the professors participating in this study and their corrective recommendations and comments were applied Data were analyzed through the analysis framework techniques Results: The findings of this study included 6 main codes and 20 subcodes regarding the problems of teaching hospitals The main codes included the weaknesses of the integration of education and health the strengths of the integration of education and health management problems of teaching hospitals weaknesses of the separation of education and health strengths of the separation of education and health and organizational communications Conclusion: Management of teaching hospitals compared with treatment hospitals is very difficult Many of the problems in hospitals are due to the lack of sufficient power of the director and the head of the hospital Thus these problems can be reduced by the delegation of authority to the hospital managers
Sara Mortaz Hejri; Azim Mirzazadeh; Mohammad Jalili; Hamid Emadi Kochak
Volume 12, Issue 1 , May 2015, , Pages 10-17
Abstract
Background & Objective: Student assessment is one of the most challenging issues of an integrated curriculum While calculating an overall score is in line with the goals of integrated curriculum it poses the risk that some students will deliberately leave out the content of some disciplines ...
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Background & Objective: Student assessment is one of the most challenging issues of an integrated curriculum While calculating an overall score is in line with the goals of integrated curriculum it poses the risk that some students will deliberately leave out the content of some disciplines based on the fact that they have lower credits in each block exam In the present study we describe the experience of Tehran University of Medical Sciences Iran where an integrated medical curriculum has been launched since September 2011 as part of curriculum reform initiative Methods: In the first academic year students passed 4 blocks: Molecule and Cell Tissue Development and Function Cardiovascular Function Blood circulation and BloodRespiratory Function Each block included anatomy histology physiology and embryology The overall block score was reported at the end of each block In addition a cumulative disciplinary score was calculated at the end of the academic year through the summation of the weighted subscores of each discipline in each block Results: At the end of the year the number of students who had failed in histology anatomy embryology and physiology were 15 17 44 and 3 respectively They were required to take a disciplinary examination before the beginning of the next academic year Conclusion: A comparison of the number of students who failed disciplines with low credits (eg histology) with those who failed disciplines with high credits (eg physiology) suggests that the former had systematically been ignored by some students The calculation of a cumulative disciplinary score may reduce the deliberate omission of course content in integrated blocks
