فهرست مطالب
Research and Development in Medical Education
Volume:6 Issue: 2, 2017
- تاریخ انتشار: 1396/10/30
- تعداد عناوین: 9
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Pages 58-61BackgroundProfessionalism has become a compulsory component of medical education, particularly due to the emergence of malpractice lawsuits. During specialist training programs, anxiety is one of the factors that affects education in professionalism. Anxiety is closely associated with stressors during training programs. The ear, nose and throat (ENT) specialist training program in the Faculty of Medicine Gadjah Mada University is known to be highly demanding with a heavy load of stressors. The broad area of competence and professionalism demand in ENT training made its residents prone to anxiety, which in turn affects their professionalism. In this study we measured professionalism and anxiety of residents in the ENT specialist training program and the association between them.MethodsThis was a cross-sectional study. The subjects were active residents in the Department of Ear, Nose, and Throat, Faculty of Medicine, Gadjah Mada University who fulfilled the inclusion and exclusion criteria (n = 39). Professionalism was measured using the Resident Professionalism Inventory (RPI). Anxiety was measured using the Hamilton Anxiety Rating Scale (HARS). Data was coded and statistically analyzed using SPSS version 17. Statistical significance was defined as PResultsThe prevalence of anxiety was very low. Most subjects reported insufficient professionalism (53.8%; 95% CI = 0.3720.699). The results showed no association between anxiety and professionalism (P > 0.05).ConclusionAnxiety was not associated with professionalism in ENT training program residents. Further study in other departments is required to confirm these results.Keywords: Anxiety, Professionalism, Resident, Specialist training
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Pages 66-71BackgroundProfessionalism and adherence to ethics and professional standards are among the most important topics in medical ethics that can play a role in reducing medical errors. This paper examines and evaluates the effect of professional ethics on reducing medical errors from the viewpoint of faculty members in the medical school of the Tabriz University of Medical Sciences.Methodsin this cross-sectional descriptive study, faculty members of the Tabriz University of Medical Sciences were the statistical population from whom 105 participants were randomly selected through simple random sampling. A questionnaire was used, to examine and compare the self-assessed opinions of faculty members in the internal, surgical, pediatric, gynecological, and psychiatric departments. The questionnaires were completed by a self-assessment method and the collected data was analyzed using SPSS 21.ResultsBased on physicians opinions, professional ethical considerations and its three domains and aspects have a significant role in reducing medical errors and crimes. The mean scores (standard deviations) of the managerial, knowledge and communication skills and environmental variables were respectively 46.7 (5.64), 64.6 (8.14) and 16.2 (2.97) from the physicians viewpoints. The significant factors with highest scores on the reduction of medical errors and crimes in all three domains were as follows: in the managerial skills variable, trust, physicians sense of responsibility against the patient and his/her respect for patients rights; in the knowledge and communication skills domain, general competence and eligibility as a physician and examination and diagnosis skills; and, last, in the environmental domain, the sufficiency of trainings in ethical issues during education and their satisfaction with basic needs.ConclusionBased on the findings of this research, attention to the improvement of communication, management and environment skills should be a main focus of programs in the teaching of professional ethics in universities.Keywords: Professional ethics considerations, Medical crimes, Faculty members
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Pages 72-79BackgroundAcademic satisfaction is considered one of the most important factors affecting academic achievement among students. The purpose of the present study was to determine the relationship between academic satisfaction and academic achievement among students at Kermanshah University of Medical Sciences in Iran.MethodsThe present cross-sectional study was conducted with 346 student participants using stratified random sampling. The research instrument included the Student Academic Satisfaction Questionnaire, the Academic Performance Rating Scale, and student grade point average (GPA). Descriptive and inferential statistics were used to analyze the data. A 0.05 significance level was used for statistical tests.ResultsThe mean score of academic satisfaction among students was 50.7 ± 9.8 and the academic satisfaction level was moderate in 46.2% of the students. Comparing the academic satisfaction level in different fields of study, students in health (58.5%), nursing (67.5%), and paramedics (51.1%) reported a moderate satisfaction level and students in midwifery (84.2%), pharmacology (53.5%), medicine (69.3%), and dentistry (55.5%) recorded a high satisfaction level (PConclusionAcademic satisfaction among the 46.2% students that reported a moderate level was far from the ideal level. The relationship between academic satisfaction and academic achievement also indicated that creating motivation among students and increasing their levels of satisfaction could provide the grounds for academic achievement among them as much as possible.Keywords: Academic satisfaction, Academic achievement, Students
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Pages 80-86BackgroundGeneral physicians play a significant role in the health management of crises. In order to enhance the knowledge and skills of medical students on how to address health-related issues in crises and to promote their ability to manage and deal with such crises after graduation, appropriate training is necessary.MethodsApplying the Delphi method, 103 experts with field experience in health management and crises were invited to participate in the study. The Delphi study provided aggregation of the opinions and extracted the topics. Conventional content analysis was used to make sense of qualitative data gathered during the study.ResultsAmong the feedback (n = 66) obtained in the first round, a primary list was extracted including 27 topics and 97 single items. Nineteen major topics, encompassing 97 items, were finally determined in the subsequent rounds. The participants agreed to teach this course at the beginning the internship period via different methods of instruction.ConclusionThis study indicated that health management in crises is important and must be taught in medicine. This study provided a blueprint and an educational rationale as well as contents and structure of a course on health management in crisis to be delivered in undergraduate medical education.Keywords: Health management, Crisis, Course, Delphi, Medical students
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Pages 87-93BackgroundEvidence shows that bedside teaching is declining in recent years. One reason is the expectation for students to earn credit. Here, the impact of education method on undergraduate assessment score will be tested.MethodsThis is a quasi-experimental study conducted with 66 undergraduate medical students who were allocated into two matched groups on the basis of a pulmonary pathophysiology course score in the internal medicine department of the Birjand University of Medical Sciences (Iran). Chronic obstructive pulmonary disease (COPD) was chosen as the theme of this education. After groups were allocated, training was conducted with 36 students using the Traditional Patients Bedside Teaching (Tr-BT) method and for 30 students using the Conference Room Case Presentations (Cr-CP) method. Evaluation were conducted at the end of the three-month course period using the Multiple-Choice Questions (MCQ) and Key Feature (KF) examination. Data were analyzed using independent t tests, Mann-Whitney U, and the chi-square test.ResultsAmong the collected student the scores of KF, inward ratings and MCQ examinations in intern vs extern were (8.58 ± 1.46 vs 8.31 ± 1.58; P = 0.65), (14.75±1.54 vs 15.51±1.88; P = 0.08),( 10.77 ± 2.20 vs 10.47 ± 1.61; P = 0.55) respectively. The mean of the pulmonary pathophysiology score was 13.03 ± 1.66 in the Tr-BT group compared with 12.67 ± 1.92 in the Cr-CP group (P = 0.23). The means of the MCQ scores were 10.07 ± 2.13 and 11.37 ± 1.56 in the Tr-BT and Cr-CP groups, respectively (P = 0.007).ConclusionThe score of the MCQ exam was significantly higher in the group taught using the Cr-CP method. Students and teachers may prefer Cr-CP. To increase interest in bedside teaching, the assessment methods of medical students should be based on practical and clinical judgment evaluation.Keywords: Bedside teaching, Conference room case presentations, MCQ exam, KF exam
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Pages 94-100BackgroundGiven the importance of knowledge and learning, as well as teaching-learning processes at the Tabriz University of Medical Sciences (TUMS), creating an effective learning environment and structure is necessary. Since communities of practice (CoPs) can be a useful environment for creating and sharing knowledge and providing learning opportunities, the purpose of this study was to design a standard instrument to develop a pattern of CoPs in TUMS.MethodsIn order to achieve the research objectives, a 37-item questionnaire was designed following a comprehensive literature review. This questionnaire was given to 14 experts at TUMS to determine face and content validity. The Communities of Practice Questionnaire (COPQ) was given to 30 individuals in the target group to determine reliability. Its internal consistency was calculated using Cronbachs alpha coefficient. Exploratory factor analysis (EFA) was used to evaluate the construct validity and to estimate the stability, retest method and the intraclass correlation coefficient (ICC).ResultsAfter extracting validity indicators, 2 items whose content validity index (CVI) and content validity ratio (CVR) were lower than the equivalent values in the Lawshe table were removed, and a 35-item questionnaire was finalized; the full scale CVR and CVI were 0.78 and 0.92, respectively. Based on the results of EFA, 6 factors were identified that could explain approximately 60% of the variance.ConclusionThe Communities of Practice Questionnaire can be a valid tool for evaluating CoPs in medical schools for creating and sharing knowledge and creating learning opportunities among faculty members.Keywords: Psychometrics, Validity indicators, Reliability, Communities of practice