جستجوی مقالات مرتبط با کلیدواژه « sciences » در نشریات گروه « پزشکی »

Explosion in scientific knowledge of our understanding of diseases, diagnostics, and targeted therapeutics, all possible & advantageously perfected with Clinico-pathological correlation (CPC). A narrative of evolution from the past to the present & the novelty in the future is exciting, with pragmatic presentation of important recent developments & interesting research directions, for ‘evolving excellence’. Analysis of the guidance was produced by leading medical education institutions and an in-depth search on Google Scholar, Medline, and PubMed for CPC. We thoughtfully formulated ways of incorporation of CPC for teaching and training of medical students at different levels. We put available policies, evidence, and personal experience gleaned in proper perspective. The four HPs (i) Historical perspective: Tracing the progress, the important developments extending the physician’s range are clinical correlation with the outgivings of chemical analysis and biological experimentation. (ii) Holistic professionalism: Integrating Basic and Clinical Sciences.Knowledge for practice and knowledge applications in practice are two pillars of medical education. Learning opportunities provisioning should enable linking of theory and practice. (iii) The happening perfect: Clinic-Pathological Conference. Problembased learning is highly effective. A clinical case presentation with deliberation on all aspects is useful for all. The denouement should include research developments and desired research directions. (iv) Heightened professionalism: Progress features promise exciting future. Chemistry of life and disease has been evolving manifold, opening new vistas. Microbiome research results for clinically actionable microbe-host relationships identification are in foresight. Genomic and proteomic approach to human disease is leading to new understanding of pathogenesis for clinical strategies. Systems Biology studies living organisms with their cellular or molecular network components holistically to predict response to perturbations. ‘Systems pathobiology’ is energising avenues for early diagnosis and advancing clinical applications for halting progress for better medical practice. Teaching CPC for all round understanding will lead to all knowledgeable proficient medical practitioners.

Considering components of the hidden curriculum in medicine in the higher education system is a useful adjunct to the formal curriculum since the learning and function of medical students are strongly affected by these components. The current study compares the hidden medical curriculum of Tabriz state and non-state Universities of Medical Sciences from the students’ perspectives.

In the current descriptive-comparative study, the statistical population included the total students of Tabriz state and non-state Universities of Medical Sciences. The statistical sample of the given study consisted of 400 students from senior and higher academic levels at the Tabriz state and non-state Universities of Medical Sciences based on Morgan’s table. Two hundred students from each university were selected using stratified random sampling. The data collection tool was a researcher-created valid questionnaire. The validity and reliability of the given questionnaire in respect to its components were 0.94 and 0.76, respectively. In the analysis of data, an independent inferential T_test was utilized.

The results of the analysis found that from the students’ perspectives, the mean scores of the hidden curriculum in medicine in the Tabriz state university of medical sciences ranked the following components higher than the Tabriz non-state university of Medical Sciences: (1) Education, including curriculum and goal-setting, clinical education and content, (2) Socialphysical environment, (3) Regulations and rules, including reward and punishment system, organizational structure, respect for rights and value system and (4) Relations, including moral behavior, approach, participation, and responsibility. However, in the fifth component of contexts and perspectives, including personal-environment/family context and professionalfinancial perspectives, there was no significant difference between the hidden curriculum of Tabriz state and non-state Universities of Medical Sciences

The components of the hidden curriculum in medicine affect the learning richness and function of students and should be taken into consideration by universities of medical sciences, particularly non-state universities.