General Medicine Clinical Education Pitfalls: What Do Stagers and Interns State as Their Courses’ Challenges?
Publish place: Future of Medical Education Journal، Vol: 13، Issue: 1
Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
View: 123
This Paper With 6 Page And PDF Format Ready To Download
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_FMEJ-13-1_004
تاریخ نمایه سازی: 5 اردیبهشت 1402
Abstract:
Background: Investigating the curricula, teaching activities, and interaction in education settings is essential to improve educational effectiveness. There is some evidence in the literature that general medical graduates do not adequately assess their skills and abilities to perform professional responsibilities. This study aimed to investigate the clinical education challenges at Zahedan University of Medical Sciences (ZAUMS) from the students’ perspectives.Methods: In this cross-sectional analytic study, the viewpoints of ۲۷۳ (stagers, n=۱۵۳, and interns, n=۱۲۰) students of ZAUMS were investigated using a researcher-made questionnaire consisting of ۲۸ ۵-Likert items in four areas of a) education, b) equipment, c) professors/assistants/the staff, and d) evaluation method. They were selected based on the availability sampling method.Results: The investigated challenges among stagers (۸۷.۹۶ ± ۱۷.۰۳) were lower than interns (۱۰۶.۹۰ ±۱۵.۸۰). This difference was observed to be statistically significant (P˂۰.۰۰۱). The highest scores regarding clinical education challenges were related to item ۱۷ (availability of appropriate amenities in the hospital pavilion, including suitable rooms and internet access). The lowest score was related to item ۱ (increasing the student's motivation and interest by commencing the hospital and clinical education at the beginning of the internship).Conclusion: The upward trend in gaining experiences and patient exposure is effective in students' attitudes. Since one of the crucial factors in education is a passion for learning, these results may indicate that applying theoretical teaching can be more helpful in influencing students' learning than mere theoretical teaching.
Keywords:
Authors
Leila Safabakhsh
Department of Medical Education, Zahedan University of Medical Sciences, Zahedan, Iran
Alireza Atashpanjeh
Department of English Language, Clinical Immunology Research Center, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran
Peyman Bekran Behesht
General Practitioner Zahedan University of Medical Sciences, Zahedan, Iran
Saeedeh Sarhadi
Department of Community Medicine, School of Medicine, Zahedan University of Medical Sciences, Zahedan
Mojhgan Jahantigh
Department of Nursing, Nursing and midwifery School, Zahedan University of Medical Sciences
مراجع و منابع این Paper:
لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :