Impact of immediate feedback on the learning of medical students in pharmacology
DINESH
BADYAL
Department of Pharmacology, Christian Medical College, Ludhiana, India
author
SUMAN
BALA
Department of Pharmacology, Himalayan Institute of Medical Sciences, Dehradun, India
author
TEJINDER
SINGH
Department of Pediatrics, Christian Medical College, Ludhiana, India
author
GAURAV
GULREZ
Department of Pharmacology, Christian Medical College, Ludhiana, India
author
text
article
2019
eng
Introduction: Providing feedback to students is an essentialcomponent in medical education and has been shown to improvethe students’ learning. The purpose of this study is to evaluatethe effect of computer-based immediate feedback on the medicalstudents’ learning in a pharmacology course.
Methods: In this prospective intervention study some feedbackmodules in pharmacology (FMP) were prepared in two topics:the cardiovascular system (CVS) and chemotherapy, using blanktemplates on “Hot Potatoes” software. The FMP included MCbasedquestions and two versions were developed: one withfeedback (FMP-1) and the other without feedback (FMP-2). TheFMP-1 module provided immediate feedback for each option thestudent chose. The students (n=48) were randomized by computergenerated random number table to two groups A and B to receivethe module in CVS, i.e., FMP-1 and FMP-2, respectively. A crossoverdesign was adopted to expose all students to immediatefeedback modules. The test scores were compared and feedbackwas obtained from students and faculty using a validatedquestionnaire. A focus group discussion was conducted to clarifythe issues raised by the students.
Results: The module with immediate feedback was much better appreciated by the students than the module without feedback. The students spent more time on FMP-1 (42±7.00 minutes vs 27±12.36 minutes; p<0.001 in chemotherapy and 40±12.11 minutes vs 24±6.01 minutes; p<0.001 in CVS). However, there was no statistically significant difference in mean test scores. The qualitative data collected provided important information on the value of immediate feedback. The students believed that immediate feedback was an excellent way for self-assessment and improved their deeper understanding of content areas. They also felt that it supplemented their traditional learning habitsand stimulated them to read more. The students enjoyed its nonthreatening nature.Conclusion: Immediate feedback improved the deeper understanding of pharmacology and its relevance to medicine for the two topics although immediate feedback did not improve test scores. Overall, immediate feedback had a positive impact on the students’ self-directed learning.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2019
1
6
https://jamp.sums.ac.ir/article_41036_6ceac5250772870c757a457925f42ffb.pdf
dx.doi.org/10.30476/jamp.2019.41036
Assessing clinical reasoning skills using Script Concordance Test (SCT) and extended matching questions (EMQs): A pilot for urology trainees
SYED
NAZIM
1Section of Urology, Department of Surgery, The Aga Khan University Hospital, Karachi, Pakistan
author
JAMSHEER
TALATI
Section of Urology, Department of Surgery, The Aga Khan University Hospital, Karachi, Pakistan.
author
SHEILA
PINJANI
Department for Educational development, The Aga Khan University Hospital, Karachi, Pakistan
author
SYED RAZIUDDIN
BIYABANI S
Section of Urology, Department of Surgery, The Aga Khan University Hospital, Karachi, Pakistan
author
MUHAMMAD
ATHER
Section of Urology, Department of Surgery, The Aga Khan University Hospital, Karachi, Pakistan
author
JOHN
NORCINI
Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, Pennsylvania, United States of America
author
text
article
2019
eng
Introduction: Clinical reasoning skill is the core of medicalcompetence. Commonly used assessment methods for medicalcompetence have limited ability to evaluate critical thinking andreasoning skills. Script Concordance Test (SCT) and Extended Matching Questions (EMQs) are the evolving tests which areconsidered to be valid and reliable tools for assessing clinicalreasoning and judgment. We performed this pilot study to determinewhether SCT and EMQs can differentiate clinical reasoning abilityamong urology residents, interns and medical students.
Methods: This was a cross-sectional study in which an examinationwith 48 SCT-based items on eleven clinical scenarios and four themedEMQs with 21 items were administered to a total of 27 learners atthree differing levels of experience i.e. 9 urology residents, 6 internsand 12 fifth year medical students. A non-probability conveniencesampling was done. The SCTs and EMQs were developed fromclinical situations representative of urological practice by 5 contentexperts (urologists) and assessed by a medical education expert.Learners’ responses were scored using the standard and the graduatedkey. A one way analysis of variance (ANOVA) was conducted tocompare the mean scores across the level of experience. A p-value of <0.05 was considered statistically significant. Test reliability was estimated by Cronbach α. A focused group discussion with candidates was done to assess their perception of test.
Results: Both SCT and EMQs successfully differentiated residents from interns and students. Statistically significant difference in mean score was found for both SCT and EMQs among the 3 groups using both the standard and the graduated key. The mean scores were higher for all groups as measured by the graduated key compared to the standard key. The internal consistency (Cronbach’s α) was 0.53 and 0.6 for EMQs and SCT, respectively. Majority of the participants were satisfied with regard to time, environment, instructions provided and the content covered and nearly all felt that the test helped them in thinking process particularly clinical reasoning.Conclusion: Our data suggest that both SCT and EMQs are capable of discriminating between learners according to their clinical experience in urology. As there is a wide acceptability by all candidates, these tests could be used to assess and enhance clinical reasoning skills. More research is needed to prove validity of these tests.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2019
7
13
https://jamp.sums.ac.ir/article_41038_059db585fc03776a7716e7aee68acea9.pdf
dx.doi.org/10.30476/jamp.2019.41038
Online-learning: exploring practices among Foundation doctors
FLORENCE
KASHORA
1Core Surgical Trainee/CT2, University Hospitals of Leicester NHS Trust, Infirmary Square, Leicester LE1 5WW, UK
author
DEBBIE-ANNE
CHARLES
Consultant, General Medicine/Endocrinology, Queen Elizabeth Hospital Woolwich, London, SE18 4QH, UK
author
text
article
2019
eng
Introduction: Postgraduate medical education involves the use ofonline-learning tools. However, there is a paucity of data on theuse of online-learning among doctors who are in their 1st and 2ndyears of professional work after graduating from medical school(also known as Foundation doctors). Our aim was to explore theuse of online-learning among Foundation doctors.
Methods: A cross-sectional study was carried out, usingconvenience sampling. During one month, 66 Foundationdoctors from across 2 district hospitals and 1 teaching hospital inSoutheast England filled out a specially designed questionnaire.Data were collected and analyzed using Microsoft Excel™, and reported in numbers and percentages.
Results: The majority of Foundation doctors (86.4% (n=57))reported using online-learning packages. These are the toolswhich consist of key information on a particular topic, and maybe interactive and broken down into several smaller modules.Less than half embarked on online-learning in their 1st month ofemployment, with a decline in the numbers who started in thelater months. Of those who reported completing online-learningpackages, 57.9% (n=33) reported completing non-compulsorymodules, 66.7% (n=38) reported completing a range of 0-15modules per week, and 75.4% (n=43) completed the moduleswithout skipping components. More Foundation doctors reportedusing online-learning for lifelong learning (63.6% (n=42)) andfilling knowledge gaps (51.5% (n=34)) than improving theirpractice following a mistake (24.2% (n=16)). Additionally, onlinelearningwas used less frequently than medical websites or searchengines, for the aforementioned purposes.
Conclusion: Most Foundation doctors use online-learning, butthis needs to be incorporated into their postgraduate learningactivities earlier in their career and directed more towardsimproving their clinical practice.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2019
14
19
https://jamp.sums.ac.ir/article_41040_9be5ed06606e28dad6abaaaa35fed158.pdf
dx.doi.org/10.30476/jamp.2019.41040
Analysis of Iran’s National Medical Education Evolution and Innovation Plan using the Michelle and Scott’s model of policymaking
ATA
POURABBASI
Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
author
HAMID
AKBARI
Department of Pharmaceutics, Faculty of Pharmacy, Tehran University of Medical Science, Tehran, Iran
author
AMIR
AKHVAN
School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
author
ALI AKBAR
HAGHDOOST
Modeling in Health Research Center, Institute for
Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
author
ZAHRA
KHEIRY
Innovation Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
author
REZA
DEHNAVIEH
Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
author
HAMED
RAHIMI
Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
author
SOMAYEH
NOORI HEKMAT
Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
author
BAGHER
LARIJANI
Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
author
text
article
2019
eng
Introduction: Lack of a clear policy for the development of healthhuman resources has created inconsistencies. These imbalancesare threats to the health system to achieve its goals. Therefore, thedevelopment of human resources through proper performance ofhigher education health system is an important part of the policydevelopment process of the health sector. The present paper aimsto introduce the methods applied for the compilation of evolutionand innovation program of medical sciences training as well asthe most important directions for evolution and innovation.
Methods: In this study, we evaluated the methodology fordesigning packages of Iran’s higher education health systemevolution and innovation. For this purpose, the evaluation of thepolicy process was conducted based on Michelle and Scott’s policyprocess models. This policy evaluation model starts by problemidentification and definition and continue by agenda setting, policyformation, legitimation, implementation, evaluation, and policymodification, using the proper feedback. Qualitative contentanalysis method was used as a research method for subjectiveinterpretation of the content of the text data.
Results: Twelve policies, 68 strategies and their translation in thehealth system were adopted in a comprehensive plan for higherhealth education. Eleven practical packages were also developedin order to implement these policies as packages for reform andinnovation in medical education. These packages were organizedbased on the IPOCC pattern.
Conclusion: The lack of a comprehensive look at each projector program could bring about irreparableness consequences.However, the MoHME of Iran, relying on the integration of healthhigher education with health care system and comprehensivemethod used for transformation and innovation plan in the fieldof health higher education could take an important step towardsimproving the nation’s health.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2019
20
26
https://jamp.sums.ac.ir/article_41041_5e7352775f7a549e0d6aa3c39da412ca.pdf
dx.doi.org/10.30476/jamp.2019.41041
Exploration of faculty members’ perceptions about virtual education challenges in medical sciences: a qualitative study
MOHAMMAD
KESHAVARZI
Medical Education Department, Faculty of Medicine, CERMS (Center of Educational Research in Medical Sciences), Iran University
of Medical Sciences, Tehran, Iran
author
SEYED KAMRAN
SOLTANI ARABSHAHI
Medical Education Department, Faculty of Medicine, CERMS (Center of Educational Research in Medical Sciences), Iran University
of Medical Sciences, Tehran, Iran
author
BANAFSHEH
GHARRAHEE
Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran
Institute of psychiatry), Iran University of Medical Sciences, Tehran, Iran
author
ZOHREH
SOHRABI
Medical Education Department, Faculty of Medicine, CERMS (Center of Educational Research in Medical Sciences), Iran University
of Medical Sciences, Tehran, Iran
author
MARJAN
MARDANI HAMOOLEH
Department of Psychiatric Nursing, Faculty of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
author
text
article
2019
eng
Introduction: Virtual education is among the important factorsimproving the learning of medical students. This study aimed toexplain the perceptions of faculty members towards the challengesof virtual education.
Methods: The present study was carried out with a qualitativeapproach and using a conventional content analysis method.The participants included 28 faculty members working inMedical universities in Iran who were purposefully recruited andinterviewed face to face practicing semi-structured interviews.All interviews were conducted and reviewed; then, the resultswere extracted. For this purpose, semantic similarities werefirst measured and subcategories identified. Subsequently, goingthrough the re-review, we grouped the associated subcategoriesinto wider categories.
Results: From the analysis of the participants’ narratives, twowide categories including organizational barriers and legalethicalchallenges were obtained. The organizational barriersincluded two subcategories of defective organizational cultureand disproportionate infrastructure. The legal-ethical challengesalso included subcategories of neglecting intellectual propertyrights and ignoring ethical actual instances in the field of virtualeducation.
Conclusion: Understanding the challenges to which virtualeducation implementation is faced leads to their eliminationwhich, in turn, develops the application of e-learning in the fieldof medical sciences. These challenges can be addressed throughputting the emphasis on promoting the organizational cultureof medical universities, improving the infrastructures of virtualeducation, and considering the legal and ethical concepts specificto virtual education.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2019
27
34
https://jamp.sums.ac.ir/article_41042_f047f5674d1d34d2f309bf882cede311.pdf
dx.doi.org/10.30476/jamp.2019.41042
The influence of role-modeling on the clinical empathy of medical interns: A qualitative study
NAHID
AHMADIAN YAZDI
Center For Educational Research in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran; Department of
Medical Education, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran
author
SHOALEH
BIGDELI
Center For Educational Research in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran; Department of
Medical Education, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran
author
KAMRAN
SOLTANI ARABSHAHI
Center For Educational Research in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran; Department of
Medical Education, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran
author
SAEIDEH
GHAFFARIFAR
Medical Education Research Center, Health
Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
author
text
article
2019
eng
Introduction: Clinical empathy ascertains the quality of doctorpatientrelationship and entails beneficial outcomes for bothparties. Role-modeling is a major factor in promoting clinicalempathy skills of medical students. The present study attemptedto explain the importance of role-modeling in clinical empathy ofmedical interns. It was also intended to obtain a better and moreprofound understanding of the subject based on the experiencesof medical interns.
Methods: In this qualitative conventional content analysis, semistructuredindividual interviews were conducted with 14 medicalinterns and 6 clinical professors. The participants were selected bypurposive sampling. All interviews were recorded, transcribed,and analyzed. Trustworthiness, credibility, and confirmability ofthe data were confirmed.
Results: Data analysis led to the emergence of a theme called rolemodeling,and two subcategories: “advertent role-modeling” and“inadvertent role-modeling”. Advertent role-modeling included“influenced by the charismatic personality of professors”, “critiqueof faculty members’ communicative behaviors with patients”, and“observation of the faculty members’ performance”. Inadvertentrole-modeling included “crystallization of human values incommunication behaviors” and “compliance with hierarchicalbehavior”.
Conclusion: Role-modeling was the main theme of the presentstudy. To improve clinical empathy skills, particular attentionshould be paid to role-modeling. Informing clinical professorsand medical students on role-modeling, strengthening students’empathetic behaviors by role model professors, and recruitmentof professors with strong communication skills are among therecommended strategies of this study.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2019
35
41
https://jamp.sums.ac.ir/article_41043_3c381e22127717a49954de406a3422f3.pdf
dx.doi.org/10.30476/jamp.2019.41043
Good, bad and ugly: Exploring the Machiavellian power dynamics of leadership in medical education
DINESH
KUMAR V
Department of Anatomy, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, India
author
text
article
2019
eng
Introduction: Medical education requires participation of variousstakeholders and this contributes to power dynamics operating atmultiple levels. Personality traits of an individual can affect thesmooth execution of the educational programmes and eventuallythe professionalism of the environment. With the increased focuson leadership traits in medical education and collaboration inhealth care settings, I, through this commentary, would like toexplore the Machiavellian power dynamics involved and how itcan influence the harmony prevailing in an organization.
Methods: The author has tried to review the several aspects ofMachiavellianism in health care settings and describe day-to-dayexperiences at four levels; micro (individual), meso (departmental),macro (institutional) and mega (discipline). Introspecting on theunaddressed issues in a different light would help to gain a deeperunderstanding regarding work place ethics and professionalism.
Results: The reflection of day-to-day experiences in a differentperspective would provide an insight regarding various issuesto health professionals and help in developing ethical leadershipabilities in them, which eventually promulgates professionalism.
Conclusion: To my best knowledge, this is the first commentaryto deal with the implications of Machiavellianism in differentissues related to health care settings. With the increased emphasison the leadership traits related to medical education, analysingorganizational issues in various dimensions is of paramountimportance.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2019
42
46
https://jamp.sums.ac.ir/article_41035_8d93355143359c4afdfa8881c074d519.pdf
dx.doi.org/10.30476/jamp.2019.41035
Change as an opportunity - Collaborative research in a fluctuating global landscape
MICHAEL
MAHGEREFTEH
Faculty of Medicine, Imperial College London, Level 2, Faculty Building, South Kensington Campus, London, SW7 2AZ, UK
author
NIKHIL
MATH
Faculty of Medicine, Imperial College London, Level 2, Faculty Building, South Kensington Campus, London, SW7 2AZ, UK
author
AVI
KORMAN
Faculty of Medicine, Imperial College London, Level 2, Faculty Building, South Kensington Campus, London, SW7 2AZ, UK
author
text
article
2018
eng
Dear Editor, We note with great enthusiasm the advancesto the medical field that have been broughtabout by international collaboration betweenmedical researchers in different countries.Collaboration occurs when “2 or more entitieswork together to produce a desired and sharedoutcome” (1). Literature on the topic notesspecifically the strategic alignment of globalpartnerships with global health priorities, (2)and how international collaboration advancesthese goals through research teams workingtogether on such projects. Indeed, it is not onlyin research, but also in medical practice andeducation where important strides are oftenmade by observing and importing the healthcareand education practices of other countries (3).The medical community in Iran hascontributed admirably to the global advancementof medicine. According to the Scopus index, in2015 Iran ranked first for the number of scientificpapers published and number of citations, bothin its region and among all Islamic countries (4).Furthermore, the research ranking of IranianUniversities has been consistently high andimproving over time (5).However, in a constantly fluctuating globallandscape, it may become increasingly difficultfor Iranian institutions to maintain internationalcollaborative efforts over time, and to buildnew ones. With the introduction of US travelrestrictions for Iranians (amongst others), travelto the US for conferences, research projects,observerships, etc. have become significantlymore problematic (6). Naturally, this is likely tonegatively affect the Iranian medical communityin its efforts and advancements. The networksand connections made at international meetingsthroughout the world can act as a gateway tocollaborative projects and research. In reducingthe capacity for Iranian scientists to involvethemselves, there is an inherent risk to thecapacity for progression of medical research andpractice in Iran.Considering the value of the Iranian medicalcommunity and the challenges it faces, we urgestrengthening of the efforts for collaborationamong its scientists and medical practitionersand the rest of the world. An opportunity existsfor ties to be formed and relationships to bestrengthened where they previously were weakor non-existent. At Imperial College London,we note wholeheartedly the many members offaculty and frontline medical staff who havecome from Iran, bringing tangible advances totheir specialist fields. We believe there is now achance to reinforce this scientific relationship.Cross-collaboration through medical conferences,mutual travel grants to other countries, andactive participation of scientists and cliniciansof Iranian descent can all be utilised to fortifythis relationship. One particular aspect that maybe used is the strength of Iran within medicalbiotechnology (7). Moreover, partnershipsin newer fields, such as remote healthcareprocedures and services, represent anotherchance to overcome the difficulties in travel facedby Iranian scientists.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2018
47
48
https://jamp.sums.ac.ir/article_41037_bc437f51608b5dee45d10b9126065fb5.pdf
dx.doi.org/10.30476/jamp.2018.41037
A one-day visit of the EEG and EMG/NCV departments during neurology course for medical students of Shiraz University of Medical Sciences
MARYAM
POURSADEGHFARD
Clinical Neurology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
author
ALIREZA
NIKSERESHT
Neurology Department, Shiraz University of Medical Sciences, Shiraz, Iran
author
text
article
2019
eng
Dear editor Today, an important part of the patients’diagnostic activities includes paraclinicaltests and procedures, which follow theircompleted history-taking and clinicalexaminations, in such a way that many medicalscience sources in different fields considerthem to be follow-up activities of clinicalexaminations. This is also the case in the field ofneurology and many of its specialized subfields.For example, in a patient suspected of seizureand epilepsy, an EEG not only helps to identifythe real patient’s problem or disease, but also todiagnose the type of the disease and contributesto decision-making on the type of the drugto use. The EMG/NCV is also necessary forpatients with a possible peripheral neuropathicinvolvement. In most cases, paraclinicalactivities are performed outside the educationalsettings, such as in laboratories or specialprocedure rooms, and students, residents andlearners are only informed about the results ofthose activities without observing how they areactually performed, so they will not learn thatdiagnostic method and will not gain a deepunderstanding of it, to the point that they may beunfamiliar with the necessity of doing that evenduring their practice. This leads in many casesto unnecessary requests or its postponementin essential conditions. Unfortunately, theabove-mentioned problem is found among bothstudents and residents. Moreover, we foundfew appropriate and useful studies in this areadue to the learners’ unfamiliarity with thisscientific area and their lack of interest andmotivation for research in this regard. For theabove reasons, the educational deputy of theNeurology Department of Shiraz University ofMedical Sciences decided to solve this problemthrough a new training course. During the aboveeducational process, the sixth year studentsof medicine in Shiraz University of MedicalSciences, who are receiving training during theirone-month course of neurology, were dividedinto groups of six to eight members, and eachgroup, together with a resident, visited the EEGand EMG/NCV departments of Imam RezaClinic affiliated to Shiraz University of MedicalSciences as a tour lasting for a few hours outsidethe clinical departments and listened to a fulldescription from doctors, personnel and otherprofessionals in these departments. In addition,they closely visited the patients as well as thedevices used in these departments.Investigations show that different units ofmedical education at Iranian universities ofmedical sciences have regularly been visited,but no periodical and regular visits have beenperformed as part of a predetermined curriculum.However, a relatively similar study conducted atShiraz University of Medical Sciences in 2017reported that holding a short-term (one day anda half) practical laboratory training course couldsignificantly increase the students’ experienceand training (1).Other published studies have been in theform of short-term training courses in thelaboratory or pathological sciences rather thanone-or-two-day visits. However, these studies aresimilar to our educational process in that bothare held during a short term with the aim of thestudents’ further familiarity and readiness. Forexample, a study was conducted on fourth-yearmedical students, in which a one-and-a-half-daycourse was designed to familiarize the studentswith paraclinical methods and help them gainexperience in this regard. The results of thisstudy showed that this one-day course was agreat incentive for the training of some selectedparts of medical education (2). Another study wascarried out in 1987 on medical students, showingthat the students’ preliminary familiarity withthe clinical stages can be very effective if thesestages are held in short terms, in small groups,and with a focus on basic issues (3).The Neurology Department of ShirazUniversity of Medical Sciences hopes to achievethe following goals by implementing the abovementionedtraining course:1. Understanding of the above-mentionedprocesses better by attending the patients’ bedsideand observing the processes closely,2. Familiarizing the students with the reasonsfor requesting each of the two above-mentionedprocedures to prevent unnecessary requestsduring the future years of practice,3. Motivating and encouraging the studentsto study the related subjects better and moreaccurately,4. Encouraging the students to do research ineach of the two above-mentioned areas,5. Familiarizing the students with the difficultyof work and possible problems when doing theabove-mentioned investigations and taking theminto consideration in future years of practice, and6. Familiarizing them with the personnel andusing their experiences.
Journal of Advances in Medical Education & Professionalism
Shiraz University of Medical Sciences
2322-2220
7
v.
1
no.
2019
49
50
https://jamp.sums.ac.ir/article_41039_a17d6a38a4df977ffcb5711e430d93de.pdf
dx.doi.org/10.30476/jamp.2019.41039