Strides in Development of Medical Education

Document Type : Original Article


1 Associate Professor of Rheumatology, Department of Internal Medicine, Afzalipour School of Medicine, Kerman University of Medical Sciences, Kerman, Iran

2 Assistant Professor of Medical Ethics, Department of Medical Ethics and History of Medicine, School of Iranian Medicine, Kerman University of Medical Sciences, Kerman, Iran

3 Associate Professor, Physiology Research Center, Institute of Basic and Clinical Physiology Sciences, Kerman University of Medical Sciences, Kerman, Iran

4 MD, Researcher, Afzalipour School of Medicine, Kerman University of Medical Sciences, Kerman, Iran

5 MSc. of Librarian and Medical Information Sciences, Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran

6 Associate Professor of Pharmacology, Department of Physiology and Pharmacology, Afzalipour School of Medicine, Kerman University of Medical Sciences, Kerman, Iran

7 MD, MSc. of Medical Education, Education Development Center, Health Services Management Research Center, Kerman University of Medical Sciences, Kerman, Iran


Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world.
Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of Kerman University of Medical Sciences.
Methods: The current scholarship study was conducted in three stages, in 2017. The first stage comprised of a comparative study needs assessment, and course design. The training course was conducted with the participation of 30 faculty members and the teaching of 10 experienced professors. Participants were evaluated through practical work and homework. Instructors were evaluated by participants using survey forms. The course was evaluated through interviews with several participants and professors.
Results: After eight months of research and holding 16 sessions (which each took between 2 to 4 hours), a course with three main modules was designed in 2017. Instructors used appropriate teaching methods, including interaction with participants, problem-solving, discussing, teamwork, and practicing at home. According to the results of the evaluation, the content of the course was appropriate for the research activities of participants. Besides, they believed that the instructors were among the strengths of the course.
Conclusion: Certainly, increasing research skills of faculty members will lead to better guidance of assistants and qualitative improvement of research conducted by students.


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