جستجوی مقالات مرتبط با کلیدواژه "آموزش بالینی" در نشریات گروه "پزشکی"

One of the main challenges in clinical education is clinical stress which affects the learning and physical and mental health of nursing students. This study aimed to compare the clinical education stressors from the perspective of apprenticeship and internship nursing students and instructors.Materials &  The present study is a cross-sectional study that was conducted in 2023. Overall, 127 apprenticeship and internship nursing students and 23 professors and instructors of Azad University of Isfahan (Khorasgan) Branch Faculty of Nursing and Midwifery were selected by convenience sampling method. In addition to ethical considerations such as completing the informed consent form, the data were collected using the standard questionnaire on clinical education stressors. Data analysis was done with descriptive and inferential statistical tests with SPSS software. The results of the study showed that there is a significant statistical difference between the mean score of the total stress factors between the three groups (P<0.05). However, the most important stressors from the viewpoint of all three groups of apprenticeship and internship nursing students and Instructors were the factors related to unpleasant emotions with an average score of 3.82±0.21. According to the results of the present study, recognizing stressors, focusing on creating pleasant experiences in clinical education environments by educators and relevant authorities, and having proper behavior with nursing students as well as teaching these stress skills in workshops to nursing students is recommended.

Clinical education plays a crucial role in shaping the capabilities and professional skills of learners, and it is an essential and sensitive part of medical education. Clinical education provides students with information and skills related to patient care, as well as improving decision-making skills, critical thinking, and increasing students' self-confidence. Clinical education provides an opportunity for transforming theoretical knowledge into practical skills in caregiving, meaning that enhanced education leads to improved quality of care. Therefore, attention to clinical education and its influencing factors is important. With the importance of continuous assessment of the current status of clinical education, it is proposed to review the content of courses and provide clear objectives, lesson plans, clinical education programs, and thorough justification for students. The use of new educational aids, appropriate planning for dividing students into sections, and equipping departments with more facilities can reduce the problems in clinical education. Furthermore, authorities ought to enhance educational quality by regularly evaluating the current landscape and employing feedback from learners and teachers to examine issues and pinpoint existing obstacles and difficulties.

With the spread of the Covid-19 virus, the medical staff were among the first people who were at risk of this contagious disease due to close contact with these patients. Students of medical sciences, who in the not-so-distant future will have to serve as medical staff in the health system, have an urgent need to receive appropriate quality education. Considering the importance of clinical education, it is felt necessary to examine the views of medical students and professors in the era of Covid-19. Ensuring the proper quality of education during the pandemic period, determining the challenges and needs of students of medical sciences is of great importance, and this study was designed and carried out qualitatively with the main purpose of examining the experiences of medical students and professors from clinical education during the covid-19 pandemic period.Materials &  This research is a qualitative study and the data analysis was done with the contractual content analysis approach proposed by Gernheim and Lundman in 2023, on 12 members of the medical faculty of Tabriz University of Medical Sciences, medical students in internship, externship, residency and fellowship. Through targeted sampling, a semi-structured interview was conducted until data saturation was reached in about 20 minutes interview. The accuracy and robustness of the data were confirmed by the method of Lincoln and Goba. The data analysis led to the extraction of 120 primary codes, which include 5 main categories and 39 subclasses. The 5 main categories include psychological and physical problems, treatment and educational policies, quality and infrastructure of clinical education, quality of educational evaluation and strategies for improving the quality of clinical education. Clinical education has suffered due to the policies of education in the direction of dividing and reducing the physical presence of students, and the lack of ability to hold virtual lessons due to the contrast of virtual education with clinical education is a very serious challenge according to the interviewees of education research.

Motivation in education and learning are significant challenges in clinical education. This study aimed to determine the relationship between clinical education status and academic motivation among clinical-stage medical students Gonabad University of Medical Sciences.

This cross-sectional study was conducted with 198 medical interns and residents at Gonabad University of Medical Sciences during the academic year 2021-2022 using a census method. Data collection tools included the Clinical Education Status Questionnaire and the Harter Academic Motivation Questionnaire. Descriptive statistics (mean and standard deviation) were used to describe the participants' status, and data were analyzed using independent t-tests, Pearson, and Spearman correlation tests.

The mean score for clinical education status among interns was 51.93 ± 16.56, while for residents, it was 12.93 ± 08.12. The mean score for academic motivation among interns was 102.07 ± 11.30, and for residents, it was 100.07 ± 11.54. Overall, the clinical education status averaged 93.31, indicating a relatively moderate level and Academic motivation averaged 101.05 ± 11.44, indicating a high level, with a significant correlation observed between clinical education status and academic motivation (r = 0.454).    

Given the weakness in the clinical education status, as well as the direct relationship between clinical education status and academic motivation, it is recommended that university officials, particularly in the educational and clinical departments, focus on special attention and planning to improve the clinical education status at the university.

Integrated teaching-learning methods have demonstrated potential in enhancing students' cognitive skills and, subsequently, the quality of patient care. This qualitative study aimed to explore the learning experiences of nursing students engaged in an integrated teaching-learning method during their clinical education in oncology nursing.

  Semi-structured interviews were conducted with 19 nursing students who had completed a clinical training program in oncology nursing using an integrated teaching-learning method. Conventional qualitative content analysis was employed to analyze the data, identifying sub-categories and categories related to students' experiences.

The analysis revealed four main categories: (1) sustained cognitive learning, (2) non-cognitive learning, (3) application of learned concepts in real-world situations, and (4) students' suggestions for improving the learning of the nursing process.

The findings suggest that an integrated teaching-learning method, implemented as a creative and student-centered approach at the bedside, effectively enhances both cognitive and non-cognitive skills, facilitating the practical application of learned concepts. To fully leverage the benefits of this method, its implementation should be expanded across clinical education units, starting in lower semesters. Simultaneously, optimizing real-world clinical education environments will further accelerate positive educational outcomes, enhancing students' cognitive and non-cognitive skills and creating a foundation for applying learned concepts in clinical practice.

Introduction</strong>: Clinical education as one of the critical educational stages has a crucial role in the training and education of human resources and professional future. This study was designed and conducted to investigate the factors affecting the quality of clinical education and compare the views of anesthesia and operating room students in this field.
Methods</strong>: In this descriptive cross-sectional study, 126 students were selected by non-random and quota methods. The data collection was carried out by a standardized questionnaire which included two sections: demographic data and the second section which involved: objectives and training program, instructor’ performance, communication between the instructor and the operating room staff, educational environment, monitoring and evaluation of clinical education. Data analysis was performed by using SPSS software version 21, Chi-square, Fisher's exact, independent t-test and Friedman test.</span>
Findings</strong>: From the students' point of view, the average of clinical education was at a medium level and according to the chi-square test, operating room and anesthesia of disciplines showed no significant difference among different dimensions of clinical education quality and its levels (P≥0.05</span>). The results of the Friedman educational environment test were ranked first and the instructors were ranked last but according to Friedman test, the educational environment was in the first grade and the instructors were in the last.
Conclusion</strong>: Considering the effect of clinical education in students’ professional abilities shaping, it is suggested that in addition to reviewing and eliminating the shortcomings and deficiencies of this field by the officials, increasing the scientific and practical competence of the instructor should be considered and besides that accurate formulation and implementation clinical education objectives and programs in accordance with students’ needs should be given priority in educational planning.</span>

Self-regulation motivation in medical students in clinical education is a key factor in their academic success. This study aims to compare the status of self-regulation motivation strategies in medical students before and after the beginning of clinical education at Kerman University of Medical Sciences in 2022.

This semi-experimental single-group study used the Meta-Motivational Strategies in Medical Students Questionnaire for 80 medical students who were clerkships.

The mean of self-regulation motivation strategies in medical students before entering the clinical education phase was 113.43, and at the end of the first semester of clinical education was 116.20. The results showed an increase in the status of self-regulation motivation strategies by medical students in the clinical education phase. The most self-regulation motivation strategy used by students before and after the start of clinical education was "Regulation of value".

Medical students use different strategies to regulate their motivation during clinical education. To maintain and increase the motivation of medical students, it is crucial to identify and strengthen self-regulation motivation strategies.

Educational program evaluation is one of the most important strategies for receiving feedback and can lead to the dynamics of education. The aim of this study was to determine the self-assessment ability of medical students to use what they learned from the radiology internship.

This cross-sectional study was conducted on 64 medical students of Islamic Azad University of Mashhad in 2018-2020. For all the participants, an individual information checklist was completed with the researcher made questionnaire, which was prepared to evaluate the ability to use radiology knowledge, Then the data were entered into SPSS version 25 software and analyzed.

The average score of the questionnaire was 37.37 ± 4.86 and the majority of the participants (87.5%) had a score of more than 30. The score of the radiology internship evaluation questionnaire was 35.37 ± 3.95 for people under 30 years old and 39.79 ± 4.82 for people 30 years and older. Also, the score was 39.78 ± 4.98 in 2018 graduates, 35.67 ± 4.06 in 2019 graduates, and 34.37 ± 2.79 in 2020 graduates. The score of the questionnaire assessing the ability to use the learnings of the radiology internship in people with less than one year of work experience was 33.10 ± 3.29, in people with one to three years of work experience was 37.48 ± 2.97 and 45.1 ± 2.42 in people with more than three years of work experience (p<0.001). There was no significant difference in the score of the questionnaire according to gender and marital status.

According to the results, it can be concluded that the ability of the medical graduates to use what they have learned in the radiology training course is favorable.

The conditions of the COVID-19 disease epidemic have had an undeniable role in the education of students, especially health students, including nurses, and it can potentially affect the clinical competence of these students as a workforce in the future. Therefore, the current study will be conducted to explain the medical students' experiences of the challenges they have experienced in their clinical education during this period.

The present qualitative study was conducted using the contractual content analysis method in 2023 in Saveh Medical Sciences Faculty. 17 students were selected purposefully and, the data were collected using in-depth semi-structured interviews and analyzed using Granheim and Lundman's approach.

Interviews with participants were conducted individually with 17 students during 3 months. The average duration of the interview was 30 minutes. The findings included one category (lost learning) and five subcategories (fear preventing learning, limitations of the educational system, confusion in interactions and communication, limited clinical learning, and discouragement towards educational conditions).

Considering that it is impossible to teach in the hospital environment without encountering infectious diseases, it is necessary to prevent harm to the learning of students of various fields by formulating rules and guidelines. Also, the use of educational methods such as movies and animations, as well as other methods of virtual education, can help to improve the level of students' learning in cases where they can't be present at the patient's bedside.

Clinical education is one of the most important parts of training courses in the field of medicine and studies show many challenges in this field. This study was conducted to find the experiences of Persian medicine students in the field of ambulatory education in Iran University of Medical Sciences.

This qualitative study was conducted in 1400 using a content analysis approach. The Ph.D. students of Persian medicine were selected using a purposeful sampling with maximum diversity, and their experiences from ambulatory training were collected using a semi-structured interview method. Finally, the text of the conducted interviews was read several times and subjected to content analysis.

After interview with 15 students and saturating the data, three main categories including "educational program", "teaching methods" and "educational facilities" were identified. The main issues were related to educational planning and the characteristics and ability of teachers in teaching.

The experiences of the students showed that the educational program and objectives of the ambulatory education need to be improved, so that in order to manage common diseases, in addition to enriching the theoretical period, more patients should be introduced and discussed in the practical period in the presence of teachers. Also, more variety of patients, unification of diagnosis and treatment methods of teachers and optimization of the clinic environment are necessary.

In the social accountability of the curriculum, all medical education activities are aimed at training doctors who are able to meet the health needs of society. In Iran's medical education system, there is a weakness in responding to the needs of society, and the connection between students and society has gradually weakened. The purpose of this study was to design and validate a clinical education curriculum model based on social accountability for general medicine students.

A sequential exploratory mixed-method approach was used to conduct this study at Tabriz University of Medical Sciences, combining qualitative and quantitative methods. The model was designed using the inductive content analysis method in the qualitative stage and validated through the descriptive-survey method in the quantitative stage. In order to collect data in the qualitative part, the method of studying previous documents, scientific texts and semi-structured interviews with experts and specialists was used, and in the quantitative part, a questionnaire prepared by the researcher was used. The model was developed using the views of 14 professors and 5 general practitioners, selected through purposive and sequential sampling until information saturation was reached.  The model was validated by obtaining opinions from 15 experts using a purposeful and criteria-based method. The content validity ratio (CVR) was estimated using the Lawshe's formula.

In the qualitative phase, this study identified the characteristics of an ideal clinical education curriculum for a general medicine course based on a social responsibility approach. The characteristics identified were based on the four elements of Tyler's model. Based on the findings of this part of the research, the extracted codes in 114 subcategories and 13 main categories include goals: knowledge, attitude, and skills; Content: clinical sciences and skills, health sciences, behavioral sciences, social and professional ethics, communication and leadership skills, and content organization; Teaching-learning methods educational strategies, and teaching-learning methods; Assessment methods performance assessment in vivo, performance assessment in vitro, and essay assignments. In the quantitative phase, the designed model's components and elements underwent validation through expert agreement and received approval with a content validity ratio of CVR=0.81.

In the proposed pattern, the clinical competencies required by general practitioners were the main focus of designing, explaining and describing curriculum elements. Also, this model is designed in such a way that it can meet the needs of society and medical students. It is suggested that medical school officials and curriculum planners use the proposed model in designing the curriculum of general medicine courses to enable medical students to respond to the needs of society.

Clinical education is the most important part of medical education that provides a golden opportunity for medical students to combine their theoretical mix with the clinical environment, and this is important in the countries of the style of the arena of medicine Special attention is paid. Therefore, this study was conducted to examine the views and experiences of medical students as facilitators and inhibitors of clinical education quality.

This is qualitative research and a phenomenological approach was used. The study population consisted of medical students of Kerman University of Medical Sciences. Target-based sampling was performed on 40 medical students. The method for collecting information was a deep interview with the participants. The data were analyzed by the Colaizzi method.

Two initial codes were extracted in the form of two main themes (facilitating and inhibiting factors) and 10 sub-themes including providing motivational patterns and creating interest in interns, the high scientific and educational level of attending professors, use of technology, authorizing more responsibility, inappropriate treatment, inappropriate educational planning, inappropriate evaluation method, low-quality mornings, lack of facilities, and overwhelming of some wards were classified.

Considering these factors, it is possible to raise the quality of clinical education to the highest possible level and educate responsible and responsible physicians for generations.

The high prevalence of Covid 19 and rumors on social media about it have caused many psychological problems, including anxiety in communities. It has also shown that spirituality is inversely related to anxiety. Therefore, the present study was conducted to investigate the relationship between spirituality and anxiety caused by Covid 19 in paramedical students.

In this descriptive cross-sectional study, 200 undergraduate students of Gonabad University of Medical Sciences participated in the study in 1400 through online calling and Porsline and answered the spiritual health questionnaires of Palutzian-Elison and Spielberger. SPSS software version 20 and statistical Methods of Mann-Whitney, Kruskal-Wallis, and Spearman-Brown correlation coefficients were used to analyze the data.

The results of the study showed that anxiety has an inverse relationship (r=-0.340) with spirituality. The majority of students (93%) had low anxiety and none of them had severe anxiety. The spirituality of most students (80%) was at a desirable level. In addition, female students had more anxiety (p=0.022) and eighth-semester students had less anxiety (p=0.020). Also, eighth-semester students had higher spirituality than other semesters (p=0.002).

Most paramedical students had little anxiety and the spirituality of most students was at a desirable level. Anxiety had a significant and inverse relationship with spirituality, meaning that the higher the spirituality, the lower anxiety, and vice versa. Researchers suggest that by designing programs to increase studentschr('39') spirituality, they reduce their stress and anxiety in situations such as the Corona pandemic.

The theory-practice gap is one of the critical problems of nursing. This gap can affect the quality of patient care. This study aimed to investigate the theory-practice gap and its associated factors in the view of nursing students.

A cross-sectional survey with census sampling was done on 179, 3rd to 8th semester, undergraduate nursing students of Kurdistan University of Medical Sciences. A self-designed three-part questionnaire including "demographic characteristics", " theory-practice gap" and "factors associated with the theory-practice gap" was used. The data were analyzed by STATA version 12 using Mann-Whitney, Kruskal-Wallis, Spearman's correlation coefficient, and multiple regression analysis tests considering a statistically significant level of 0.05.

There was a significant relationship between factors related to instructors and semester (P=0.0019). Spearman's rank correlation coefficient showed that there was a positive and significant relationship between the gap and the total score of the factors (P=0.0092, r=0.1943). Multiple Regression analysis showed that there was a significant relationship between the theory-practice gap and factors related to hospital and clinical practice (P=0.005), as well as factors related to educational planning (P=0.000). Factors related to educational planning were the most important factor affecting the theory-practice gap.

Considering the theory-practice gap from the viewpoint of students and the relationship between this gap and total score, it is necessary to apply appropriate strategies to reduce the theory-practice gap and revision of educational planning in order to avoid the gap generation and its complications.

Following the spread of the coronavirus and the emergence of various crises in different parts of the world, various aspects of the lives of all people were affected by this crisis. In the meantime, the medical education system has faced many problems. This qualitative study was conducted with the aim of explaining the clinical training experience of medical students during the covid-19 epidemic.

The current research is a qualitative study in the content analysis method that was conducted in 1400. The studied population included 17 students, interns and medical assistants and professors of Qom University of Medical Sciences. The sampling method was purposeful. The method of data collection was done through semi-structured interviews and the interviews continued until saturation. The data were analyzed and interpreted. The text of the interviews was analyzed using the conventional content analysis method and with the help of MaxQDA software.

The analysis of the interviews of the participants in this study led to the extraction of the main classes of education activities - authorized education infrastructures and psychological aspects. These classes had the subclasses of quantity and quality of education- evaluation, organizational field - educational equipment and technologies and network and internet, stress and psychological pressure - worry about the professional and career future.

According to the findings of the research, it is necessary to identify the challenges and obstacles of medical education in crises such as the Corona pandemic. Therefore, in order to overcome these challenges in the next crises, there is a need for planning and establishing a system in the field of education.

Considering the nurses' role in promoting community health and clinical education in shaping the necessary skills and professional competencies of nursing students, it is necessary to examine the clinical education environment's challenges. Identifying the challenges of clinical education helps to eliminate or correct weaknesses and can improve the achievement of educational goals, train skilled people, and provide higher quality care services.

This review study was conducted by searching for the keywords of " challenge," "nursing students," "clinical education" in articles published in Persian language databases SID, irandoc, Magiran from 2001 to 2019. Inclusion criteria were Persian-language articles, technical articles in the field of nursing, and articles that examined nursing, along with several other disciplines. From a total of 245 articles found, 23 articles related to the article's purpose were selected after considering the inclusion and exclusion criteria.

The challenges of clinical education have been identified in six primary areas, which include: 1) Insufficient mastery of instructors in clinical departments 2) Insufficient student readiness to enter internship 3) Lack of staff support for students 4) Lack of a written educational program for Clinical education 5) Lack of an exact model for clinical evaluation 6) Lack of cooperation and trust of patients in relevant students.

These findings indicate the need to pay attention to clinical education as a significant part of professional nursing education by considering clinical education challenges in nursing students' clinical education environment.

the increasing growth of science and as a result the necessity of using new educational methods, tools and systems, beside critical situation of the corona epidemic and the closure of universities, despite the inevitability of the use of e-learning methods, it raises many concerns, such as the decline in the quality of education and the effectiveness of such training methods, as a major challenge for students. The purpose of this study was to determine the effect of virtual clinical education on the academic achievement of Shiraz medical assistants during the Corona pandemic period. Virtual education and its effectiveness on the level of learning and performance of medical students in a virtual way was a big challenge that educational centers of medical sciences universities will face in the future. With the onset of the Corona crisis and the adoption of strict rules regarding social distancing all over the world and the recommendation of educational guidelines that students should not have direct contact with patients, the importance and necessity of virtual education became more obvious. The crisis caused by the epidemic of Covid-19 has affected the educational systems in all countries all over the world like here in Iran, and has led to the closure of face-to-face courses, and on the other hand, the role and importance of non-face-to-face education has become more colorful. The covid-19 epidemic at the beginning of 2020 has forced people to observe social distancing and not be present in all areas of social life, including cultural and educational centers. Accordingly, an issue that faced a tough challenge to education in general and traditional education in particular and opened a new horizon towards paying more attention to virtual space. The present study was a descriptive cross-sectional study. This research seeked to determine the impact of virtual clinical training on the academic progress of the third and fourth year assistants of Shiraz Medical School based on Kirkpatrick's model during the Corona era in the academic year 2020-2021.The statistical population of this study was all third and fourth year medical assistants that the sample size was selected based on Cochran's formula, consequently, the number of 186 assistants were participated randomly. The tool for collecting information was a questionnaire measuring the attitude of medical assistants about e-learning, which was designed and used by Kian, Zarif Sanyaani and Karimian in 2022. This questionnaire has been prepared by using reliable and relevant scientific sources in addition to the respondent's personal characteristics in three emotional, cognitive and behavioral areas based on the Crickpatrick model in the form of 21 items. Then the assistants expressed their level of their agreement with each of the questions of this scale. They stated on a 6-point Likert scale.  Scores from 1 to 6 were assigned to options from completely disagree to completely agree, respectively. In addiotn, after the content validity of this questionnaire was confirmed by the designers, the obtained coefficients for each question were 8 that meant up to 1. The reliability of this questionnaire was also determined by the designers through Cronbach's alpha test calculated of 0/80. Next, the GPA of the previous semester was used to determine the academic performance of assistants. SPSS version 23 software was used for statistical analysis. After testing the normality of the data and as a result of the non-normality of the data distribution, the non-parametric, Spearman correlation test was used. The significance level was considered equal to 0.05. The entry criteria in this study were the third and fourth year of residency and the consent of the medical assistants to participate in the research, and those student's  with lack of consent were exited. The results of the present study indicated that the general average of the attitude and willingness of the assistants participating in this research to virtual clinical training based on the scale of Kirkpatrick model seemed higher than the average and desirable value. Assistants' general attitude towards virtual education had a positive and significant correlation with their academic performance. In other words, in parallel with the increase in the positive attitude and desire of the assistants for virtual clinical training, their academic performance had also improved. In line with the results of the present study, Wu determined that there is a significant difference in the test scores of the students by examining the average test difference in the two groups of traditional and virtual education. The emotional and cognitive aspects of Shiraz medical school assistants' attitude to virtual clinical training also had a positive and significant correlation with their academic performance. However, the level of residents' behavioral attitude towards virtual clinical training had no significant correlation with their academic performance. Therefore, in spite of the high sense and emotional desire as well as the relative understanding and knowledge of clinical virtual training, the assistants had not implemented a favorable behavioral attitude and evaluation in line with the implementation of clinical virtual training. This research finding was consistent with the results of the studies of Haji Khajelu et al. (2013), Khadivar and Rahmani (2014) regarding the practical obstacles of providing virtual education. To conclude, the virtual education had a significant effect on the learning rate of medical assistants, which demonstrated the effectiveness and usefulness of this educational method. These findings were consistent with the research conducted in other countries such as Cyprus (Uzgur and Uzgur, 2010), Tanili (2009), Thailand (Noy Tim, 2010), and Czechoslovakia (Hebakova, 2010).