Strides in Development of Medical Education

Document Type : Review


1 Ph.D of Medical Education, Assistant professor, Leadership and Management Research Center, Kerman University of Medical Sciences, Kerman, Iran

2 Ph.D of Medical Education, Associate professor, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

3 Ph.D of Gastroenterology and Hepatology, Professor, Integrative Functional Gastroenterology Research Center, Isfahan University of Medical, Isfahan, Iran

4 Ph.D of Medical Informatics, Associate professor, Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran


Background: In order to improve clinical education, after evaluating the current situation and identifying the shortcomings and problems, it is essential to find strategies to change and improve the situation. This results in planning an efficient clinical education program and achieving the educational goals.
Objectives: This study aimed at identifying strategies for clinical medical education in Iran.
Methods: This systematic review was conducted in 2017 to find strategies for clinical medical education in Iran. Bedside teaching, ward round teaching, ward round, teaching round, training round, grand round, clinical teaching, ambulatory education, and bedside round were the keywords searched in both Persian- and English-language databases. Related articles were carefully reviewed and the key information was extracted. Finally, the data were analyzed in MAXQDA software version 10.
Results: After retrieving the related articles, the title and abstract of 593 papers were reviewed, and after excluding the irrelevant and duplicate ones, full-texts of 101 articles were reviewed based on the study inclusion and exclusion criteria. The strategies for clinical medical education in Iran were classified into five categories including infrastructures, areas of clinical education, educational planning, and clinical teachers and students.
Conclusion: Improving the quality of clinical education and the effectiveness of the educational system depends on the identification of appropriate strategies. The identified strategies pave the way for achieving targeted educational goals.


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