Document Type : Brief report
Authors
1 Associate Professor, Medical Education Department, Virtual Center, Research Center for Social Determinants of Health, Jahrom University of Medical Sciences, Jahrom, Iran
2 Assistant Professor, Department of English Language, Jahrom University of Medical Sciences, Jahrom, Iran
3 Assistant Professor, Department of Medical Education, Jahrom University of Medical Sciences, Jahrom, Iran
Abstract
Background: Medical education professionally requires the development of analytical and diagnostic thinking skills, not just accumulation. It used to help the student from exposure to real estate problems by developing analytical skills.
Objectives: This case study reports the process of design and educational outcome of teaching medical etiquette from new student–center strategies by art.
Methods: In this experience, the educational process started during the two courses of medical etiquette courses and is performed every semester from 2018. Combination casebased/ scenario-based teaching with art in education in traditional and virtual conditions during three concurrent years was a unique experience to teaching medical etiquette courses.
Results: As a result, this program created fun, engagement, different teaching of lessons in interaction with teamwork, rethinking in performance, and student’s excitement and motivation in presenting the students’ learning products.
Conclusion: This process is an active cycle of reflection on performance and program and can be used as a model by medical etiquette teachers. We suggest more research should be developed by researchers to access all aspects of program in students’ learning and indicators.
Keywords
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