پژمان محمدعلیزاده

Acquisition of basic skills and professionalism in medicine depends on the quality and quantity of education in clinical settings. This study aimed at assessing the quality of clinical education in different departments of Mazandaran University of Medical Sciences.

This descriptive study was conducted in medical clerkships and interns (n=175). The participants were selected via census sampling in 2019. Data were collected using a checklist based on clinical education standards of Iran Ministry of Health and Medical Education. Written comments from clerkships and interns on the compliance of morning report training programs, clinical trainings, clinical rounds, grand rounds, journal club, and clinical skills center with clinical training standards were received. Data analysis was performed in SPSS V16.

The morning report program and clinical skills center program had the highest (85.1%) and lowest (72.2%) scores in clinical education. We observed significant differences between these scores and the scores for other clinical programs (P>0.05). The quality of all clinical education programs was similar according to men and women. The clerkship and interns had different ideas about the status of all clinical education programs except in the morning report program and the clerkship were more satisfied with clinical education programs.

From the studentschr('39') point of view, the morning report program was of acceptable quality, but the clinical training programs, club journal, grand rounds, and clinical skills center had some drawbacks. Training workshops for clinical professors is recommended to enhance the standards of clinical training programs.

Investigating residentschr('39') opinions is one of the ways to evaluate professionalism in the clinical setting in a variety of ways. Since Teachers are good role models for learners and on the other hand, students have a close relationship with the teachers because of their direct presence in the teaching position, therefore, their viewpoints about the characteristics of a teacher can dramatically influence the learning process. The purpose of this study was to investigate the residentschr('39') viewpoints on professionalism of clinical Teachers.

This study was a descriptive study. The statistical population was residents of Educational Departments of Imam Khomeini Sari Hospital in 1398 who were selected by census sampling method (n = 150). The research tool was a researcher-made questionnaire containing 30 questions. The validity of the questionnaire was evaluated using the opinions of 20 experts and calculation of CVR and Impact Score coefficients. The reliability of the tool was calculated as 0.87 using Cronbachchr('39')s alpha. The data were analyzed by means and variance analysis.

The results showed that the overall score of clinical Teachers professionalism score was 4.04. The component of responsibility with the average of 4.10 had the highest score and job excellence with an average of 3.88 had the lowest score. There was no significant difference between different educational groups.

The results showed that the professional status of clinical Teachers is in a relatively good condition. For ethics excellence, short-term ethics courses and Active teaching methods are proposed.

A Self-directed learning is one of the factors affecting academic keenness and readiness and self-efficacy of students. This study was conducted with the aim of predicting academic vitality and self-efficacy of students based upon self-directed learning in Mazandaran University of Medical Sciences.  The present study was a descriptive study of correlation type. The statistical population included 1235 students at medical school in Sari medical school. 297 participants as the sample size were selected through a randomized stratified sampling method and by Krejcy and Morgan tables.  Then, to collect information,  three self-directed learning, academic vitality, and self-efficacy questionnaire were used   that the validity of the questionnaire were estimated with expert opinion, and  the reliability with Cronbach's alpha, 0.91 for self-directed learning, 0.89 academic readinesses, and 0.87 self-efficacies were calculated. Next, data were analyzed using correlation coefficient and multiple regression and SPSS18 software. As a concequence, there was a relationship between self-directed learning (0.5555) and its components (self-control (0.611), self-management (0.540), and willingness to learn (0.447) with academic vitality. In additions, a connection was observed among self-directed learning (0.71) and its components (self-control (0.741), self-management (0.640) and willingness to learn (0.547) with the self-efficacy of medical students of Sari medical school (0.71). The findings also showed that components of self-directed learning were significant predictors (P <0.05) (FF = 36.46) for educational vitality and also valuable predictors (P <0.05) (F = 25.09) for self-efficacy of students.  Considering the results of present study, that self-directed learning had an important role in promoting the academic vitality and self-efficacy of Mazandaran University of Medical Sciences students. Hence, it is recommended that workshops should be held to increase student self-directed learning.

Competency and teaching quality of professors play a key role in the quality of active learning in students. The present study aimed to predict the components of competency and teaching quality of professors regarding active learning in the students of Mazandaran University of Medical Sciences, Iran.
In this study, 359 students were selected via stratified random sampling, and Cochran’s formula was used to determine the sample size. Validity of three questionnaires was assessed using content validity and face validity, and the reliability was determined at the Cronbach’s alpha of 0.853 for the questionnaire of professors’ competency, 0.894 for the questionnaire of teaching quality, and 0.938 for the questionnaire of active learning in students. Data analysis was performed using parametric tests.
Variables of professors’ competency, teaching quality, and active learning in students were estimated to be above average at the significance level of 0.001 in the affiliated schools. A significant association was observed between teaching quality and professors’ competency at the significance of 0.001 and correlation-coefficient of 0.65. In addition, there was a significant association between teaching quality and active learning at the significance of 0.001 and correlation-coefficient of 0.61. Our findings indicated a linear correlation between the variables of competency and teaching quality compared to active learning (F=126.958; P=0.0001).
According to the results, there seems to be a significant correlation between teaching quality and professors’ competency, which could predict the level of active learning in students