Document Type : Original Article
Assistant Professor, Department of Neurology AND Geriatric Care Research Center, Ali-ibn Abi Talib Hospital, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
Professor, Department of Neurology AND Neurological Research Center, Kerman University of Medical Sciences, Kerman, Iran
Associate Professor, Department of Neurology AND Neurological Research Center, Kerman University of Medical Sciences, Kerman, Iran
Assistant Professor, Department of Neurology AND clinical Research Center, Ali-ibn Abi Talib Hospital, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
General Practitioner, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
Background & Objective: Regarding the significance of neurological diseases training general practitioners has a key role and they should be welltrained in diagnose and approaching different diseases in this field We focused on educational needs assessment for general practitioners in the field of neurological diseases Methods: All the general practitioners practicing in the regulatory zone of Rafsanjan University of Medical Sciences Iran (urban and rural areas) who agreed to participate were entered the study 104 participants of the total of 170 general practitioners in this area completed a researchermade questionnaire and mailed us The questionnaire encompassed 54 neurological diseases four paraclinical tests and 9 approaches for neurological signs and symptoms as well as their practical framework satisfaction from their education and demographic and educational items Results: In 479% of cases educational expectations were at the level of screening and refer in that 314% at the level of diagnosis and treatment and in 188% at the level of acquaintance and describing The remainders (188%) were the cases with no need to know and unfamiliar ones Statistically screening and refer just the diagnosis and the treatment were the mentioned educational expectations respectively Most of general practitioners were not fully satisfied from their externship and internship educational programs Conclusion: This study in a more systematic way outlines the general practitioners points of view and their tendency to intervene in the procedure of neurological managements which can also be of great use to any further modifications in medical training curricula Absence of perfect satisfaction about educational programs shows us that we should change our educational methods to more practical and clinical forms
- Ropper A, Samuels M, Klein J. Adams and Victor's Principles of Neurology 10th Ed. New YorkL: McGraw Hill Professional; 2014.
- Fathi Vajargah K. Educational needs assessment. Tehran: Ketabiran; 2000. [In Persian]
- Shiri M, Farhang F, Heidari K, Afghari A, Amini S, Sharifirad G, Needs assessment of health education in health-networks of the Isfahan province of Iran, 2005-2006. Int J Health Plann Manage. 2009; 24(4):351-64.
- Grant J. Learning needs assessment: assessing the needs. BMJ. 2002; 324(7330):156-9.
- Hansra NK, O'Sullivan P, Chen CL, Berger TG. Medical school dermatology curriculum: are we adequately preparing primary care physicians? J Am Acad Dermatol. 2009; 61(1):23-29.e1.
- McCleskey PE, Gilson RT, DeVillez RL. Medical student core curriculum in dermatology survey. J Am Acad Dermatol. 2009; 61(1):30-5.
- Peltier WL. Core competencies in neurology resident education. Neurologist. 2004; 10(2):97-101.
- Dashti Sh, Pedramfar P, Amini M, Sagheb MM. A self-assessment of Residents in Neurology Department of Shiraz Medical School. J Med Educ. 2009; 13(1, 2):45-50.
- Laidlaw TS, MacLeod H, Kaufman DM, Langille DB, Sargeant J. Implementing a communication skills programme in medical school: needs assessment and programme change. Med Educ. 2002;36(2):115-24.
- Curran VR1, Keegan D, Parsons W, Rideout G, Tannenbaum D, Dumoulin N, et al. A comparative analysis of the perceived continuing medical education needs of a cohort of rural and urban Canadian family physicians. Can J Rural Med. 2007; 12(3):161-6.
- Ward J, Macfarlane S. Needs assessment in continuing medical education. Its feasibility and value in a seminar about skin cancer for general practitioners. Med J Aust. 1993; 159(1):20-3.
- Davis DA, Thomson MA, Oxman AD, Haynes RB. Changing physician performance. A systematic review of the effect of continuing medical education strategies. JAMA. 1995; 274(9):700-5.
- Yazdani S, Hatami S. General Physicians in IRAN (Duties and Neurologic educational Needs). 1st ed. Tehran: Shahid Beheshti University of Medical Sciences; 2004: 20-45. [In Persian]
- Shakournia A, Elhampour H, Marashi T, Heidari Soureshjani S. Concordance of length and contents of continuing medical education programs with educational demands of practicing GPs in Khuzestan Province. Iran J Med Educ. 2007; 7(1):85-92. [In Persian]
- Heidary Sourshajani S, Shakournia A, Marashi T. Needs assessment in continuous education: Are there similar opinions among general physicians and Internists and Pediatricians?. Iran J Med Educ. 2005; 5(14). [In Persian]
- Mahmoodi M, Vahidshahi K, Shahbaz Najad L. Comments of faculty members and general physicians about clinical skills for general physicians. Iran J Med Educ. 2005; 5(14). [In Persian].
- Lloyd JS, Abrahamson S. Effectiveness of continuing medical education: a review of the evidence. Eval Health Prof. 1979; 2(3):251-80.
- Preston DC, Shapiro BE. Electromyography and Neuromuscular Disorders: ClinicalElectrophysiologic Correlations. 3th ed. Canada: Elsevier; 2013
- Norman GR, Shannon SI, Marrin ML. The need for needs assessment in continuing medical education. BMJ. 2004; 328(7446): 999-1001.