Ali Akbar Rohani; Reyhaneh Ebrahimi; Habibeh Ahmadipour
Abstract
Background The patient-centered approach improves the quality of health care. Promoting this approach will increase the patients’ satisfaction and improve interpersonal skills among health care providers. Objectives The aim of the current study was to compare the viewpoints of interns toward the ...
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Background The patient-centered approach improves the quality of health care. Promoting this approach will increase the patients’ satisfaction and improve interpersonal skills among health care providers. Objectives The aim of the current study was to compare the viewpoints of interns toward the patient-centered approach in the beginning and the end of the internship at the Kerman University of Medical Sciences (KUMS). Methods This longitudinal study was carried out at KUMS between March 2017 and July 2018. All medical students who had passed the internship entrance exam were selected through a census. The Persian version of the patient-practitioner orientation scale (PPOS) was completed at the start and the end of the internship. This instrument has 18 items in two 9-item subscales: sharing and caring. The minimum and maximum scores were 1 to 6, respectively. The higher the score, the more the patient-centered orientation. The data were analyzed by SPSS using independent and paired -tests, ANOVA, and multiple linear regression. Results The mean scores of PPOS were 3.92 ± 0.42 and 3.86 ± 0.37 at the beginning and the end of the internship, respectively. This difference was not statistically significant. The mean score of the caring subscale significantly increased during internship but no significant change was found in the mean score of the sharing subscale. Conclusions The results of our study showed that the patient-centered attitude toward patient caring improved during the internship in the majority of interns but no significant improvement was found in terms of patient sharing. Significant progress can be made in the quality of physician-patient communication and patient satisfaction if necessary training programs are run on patient-centeredness.
Javaher Yari; Mahasti Alizadeh; Zhila Khamenian; Mehrangiz Ghasemie
Abstract
Background and Objectives The aim of the present study is to investigate the compatibility of public medicine internship and apprenticeship curricula with roles and responsibilities of general practitioners (GPs) from their personal perspectives at health centers, affiliated to Tabriz University of Medical ...
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Background and Objectives The aim of the present study is to investigate the compatibility of public medicine internship and apprenticeship curricula with roles and responsibilities of general practitioners (GPs) from their personal perspectives at health centers, affiliated to Tabriz University of Medical Sciences, Tabriz, Iran. Methods This cross sectional analytical survey was performed on 80 GPs in East Azerbaijan province, Iran in 2014 via simple random sampling. The data collection tool included a researcher-made questionnaire, based on the curricula of community medicine internship and apprenticeship programs and a focus group discussion about GPs’ responsibilities. The content validity and reliability of the questionnaire were confirmed by professionals and experts of public health education. For data analysis, descriptive statistics (mean, standard deviation, frequency, and percentage) and one-sample t test were performed, using SPSS. Results On average, more than 83% of GPs in this study believed that subjects presented in public medicine internship and apprenticeship programs should remain in the curricula. More than 60% of GPs demanded the integration of subjects, including professional ethics and approaches towards preventive medicine and disease risk factors, in the internship program. In addition, more than 50% of GPs asked for the integration of accurate drug prescription and test administration in the internship program. Generally, the respondents reported a moderate to high level of compatibility between the educational content of internship (mean, 3.3 ± 0.74; minimum, 1.1; maximum, 5) and apprenticeship (mean, 3.13 ± 0.77; minimum, 1; maximum, 4.92) programs. Conclusions According to the results, GPs reported a medium to high level of compatibility between the curricula of internship and apprenticeship programs, as stated by GPs. They also asked for the integration of certain subjects in their curricula. Therefore, it is essential to coordinate the educational syllabus with the actual medical education needs of students in order to improve GPs’ efficiency and promote a community-based approach in medical education.
Marzieh Javadi; Ahmad Reza Raeisi; Marzieh Golkar
Volume 4, Issue 2 , January 2008, , Pages 84-91
Abstract
Background & Objective: Internship is an important and basic element in each field especially health care management A great deal of students knowledge is put into practice during this period Evaluation of internship status is necessary for improving its quality This study was performed to evaluate ...
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Background & Objective: Internship is an important and basic element in each field especially health care management A great deal of students knowledge is put into practice during this period Evaluation of internship status is necessary for improving its quality This study was performed to evaluate the health care management internship status in several aspects based on students and teachers point of view Methods: In this descriptiveanalytic study 102 health care management teachers and students from Isfahan University participated The data was collected using a researcher made questionnaire in which the general internship lessons status learning process learners teachers internship fields were included Results : The mean given scores after evaluation by teachers and students were 3936 (considered as good) and 2806 (considered as moderate) respectively The result of analysis showed that the weakest aspect of internship according to the students point of view was internship fields (hospital and health care centers) with a mean score of 226 and the weakest point according to the teachers point of view was about the learners (334) Teachers believed that the biggest problem was due to the transportation system ( =25) whereas students believed it to be due to lack of information by health care personnel about educational needs ( =1843) Conclusion : Internship lessons esp in internship fields which were given the least score by attendants need more attention In order to improve the situation of internship it is recommended to provide more facilities during internship period and focus on familiarizing briefing and attracting health care personnel
Masoud Roudbari; Saeed Movahed
Volume 1, Issue 2 , January 2005, , Pages 94-103
Abstract
Background: The preinternship (PI) exam is the most important examination of medical students which can assess their abilities in passing the general medicine Objective: To determine the effective factors on the preinternship score and result at Zahedan University of Medical Sciences Methods: The research ...
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Background: The preinternship (PI) exam is the most important examination of medical students which can assess their abilities in passing the general medicine Objective: To determine the effective factors on the preinternship score and result at Zahedan University of Medical Sciences Methods: The research was a crosssectional on 63 medical students participating in preinternship examinations in Zahedan University of Medical Sciences in 2000 The mean scores of basic sciences physiopathology clinical total and the scores of ten important courses of preinternship exam and the demographic variables were recorded and analyzed Results: The failing rate was 204% the relative risks of failing were 36 37 61 109 and 116 for the students with nondistrict group in quota system high age more than 55 year education period (to preinternship) with clinical score mean and total mean lower than the mean of all participants respectively and it was significant Also the mean of preinternship scores was significantly different based on marital status situation in quota system age education period A high correlation was observed between preinternship score and total scores mean physiopathology basic sciences and clinical scores respectively (079 075 073 and 073) Conclusion: Age quota system education period the clinical score mean infections diseases pharmacology and psychiatry scores are the most important factors influencing the exams results due to high and significant relative risks Marital status quota system age and education period cause the students taking part in a preinternship exam to get different means
