ORIGINAL_ARTICLE
Journal of Advances in Medical Education & Professionalism
Medical education is a new discipline whichstarted about 50 years ago. The pioneer of thisdiscipline was George Miller from the Universityof Chicago who suggested most of prominentmedical professionals have little or no knowledge ofpsychology of learning and advocated the validity ofpresent medical education in the world.He hypothesized that while very eminent and welltrained scientific oriented medical teachers were verywell qualified in their prospective field of medicine,they were not well aware, nor utilized the psychologyof learning. Therefore, their effort in training medicalstudents was partially wasted. He emphasized thegoal oriented learning and suggested that we, asacademic teachers of medical sciences, must switchour emphasis from teaching to learning. He alsoproposed that every teacher of medicine” clearingthe objective and every course in medicine” it wasthe further the fact that the objective should be in theform of “behavioral objective” and emphasized thatthis objective should be well spelled out and clearlydefined and written in advance.Fortunately, one of our academicians, Dr. BahmanJoorabchi, who was in Chicago gets in touch withDr. Miller and soon became the pioneer of medicaleducation after his return to Shiraz Medical School.In early 1970’s the Department of Medical Educationwas established in Shiraz Medical School. A numberof workshops were carried out by Dr. Joorabchifor professors of clinical and basic sciences. Also anumber of professors from different disciplines, fromboth clinical and basic sciences, were sent to Chicagoto get up-to-date in medical education. On return,they themselves became the instructor and facilitatorof these workshops.These workshops were so successful that soon entiremedical schools of Iran became interested and invitedthe Shiraz group to carry on these workshops all overthe country.The World Health Organization noted thegreat success of this department and soon Shirazbecame the World Health Organization Center formedical education for the entire region of EasternMediterranean.In early 2011, based on the demand of participantsof these workshops, we started planning a publication.We hope that all interested individuals as well asformer scholars of this department collaborate withus to achieve our mission. We are looking forward toall constructive suggestions and criticism. The youngand enthusiastic staff of this department are keen toreceive your correspondence and emails.
https://jamp.sums.ac.ir/article_40865_0a4acdc64413e2cee094ea549528727d.pdf
2013-01-01
1
Editorial
Board
1
LEAD_AUTHOR
ORIGINAL_ARTICLE
Department of medical education; A personal history
This is a brief overview of the history of formal introduction of the art andscience of education into the sphere of medical education in Shiraz. Before this introduction medical education was, and in the majority of other institutions world-wide still is, a simple transfer of knowledge from teacher to student. The students accepted their passive role because this was how they had been taught all their life. The teachers perpetuated this process because this was how they were taught themselves. After all, what was good enough for them was good enough for the students. All one needed to be a good teacher was to be an expert in ones field.What the Department of Medical Education attempted to do locally andthe Regional Teacher Training Center internationally, was to promulgateproblem-based, learner directed teaching using the principles of adult learning and using evaluation methods that were valid and reliable.This article describes the process used for this transformation and some of the results obtained.
https://jamp.sums.ac.ir/article_40866_e5921e0059aeecf567b8bd196bc2af02.pdf
2013-01-01
2
6
BAHMAN
JOORABCHI
sockman456@aol.com
1
Chairman Wayne and Oakland Child and Adolescent Medical Program, Michigan, USA
LEAD_AUTHOR
ORIGINAL_ARTICLE
Internal self-assessment study for medical education program and accreditation process
Introduction: Attempts from some colleges of medicine in Iraq were made trying to overcome the problems and suffocations that faced undergraduate medical studies in our country and trying to respond to our community health needs to increase awareness, evidence-campaign for staff members of the college and for administration and students focusing mainly on medical education quality and best practice.Methods: Collection of data was done through questionnaires, interviews,documents and focus group discussions.Results: The graduates are of good quality and having the necessary competencies and skills when compared to national, regional and international graduates. There is no properly objective defined mechanism to evaluate our graduates regarding their performance in provision of health services to the community.Discussion: There is a need to introduce a mechanism to evaluate graduates of our college and to monitor the community perception of the quality of services they do provide.
https://jamp.sums.ac.ir/article_40868_61e28d52f083776a51748b126929260a.pdf
2013-01-01
7
20
THAMER KADUM YOUSIF
AL HILFI
1
Thamerls.yousif804@gmail.com
LEAD_AUTHOR
ORIGINAL_ARTICLE
Implementation and evolution of the horizontal integration at shiraz medical school
Introduction: General medical education starts with basic sciences whichusually continue about 2.5 to 3 years. In this period, the students study basic medical sciences and then start the clinical stage in which they deal with diagnoses, care, and cure of disease. The purpose of this study was to assess the integration of basic sciences period with the clinical period at Shiraz University of Medical Sciences.Methods: The present study is a descriptive one. The sample of the study consisted of all students entered Shiraz University of Medical Sciences in January, 2009, and November, 2009, professors of basic sciences courses, and some clinical professors. To evaluate the integration program, we devised various instruments. The collected data were analyzed, using SPSS software.Result: The findings showed that in spite of the students’ objections neweducational methods in the first year of implementation, they felt moresatisfied as the drawbacks were removed over time.Conclusion: The assessment of educational curricula is an important step to identify educational problems and promote the students’ learning. This issue can help the curriculum planners to design the educational programs so that students, particularly medical students, will be able to acquire the required knowledge and skill and integrate them for the promotion and maintenance of society’s health.Keywords: Evaluation, Basic sciences, Horizontal integration
https://jamp.sums.ac.ir/article_40869_76fc767eb91b038066b4ccbc7de6a534.pdf
2013-01-01
21
27
MITRA
AMINI
mitraamini51@yahoo.com
1
Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
JAVAD
KOJURI
kojurij@yahoo.com
2
Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
ALI
MAHBUDI
3
English Language Department, Paramedical School, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
FARHAD
LOTFI
4
School of Health Management and Information Sciences, Tehran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
ATEFEH
SEGHATOLESLAM
5
Deputy of Education for Basic Sciences, Medical School, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
ZAHRA
KARIMIAN
6
Shahid Beheshti University, Tehran, Iran;
AUTHOR
MESBAH
SHAMS
7
Deputy of Clinical Education at Medical School, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
ORIGINAL_ARTICLE
Basic sciences curriculum in medical education
Introduction: Traditional methods are generally used for teaching basic science courses at Shiraz Medical School. Such courses are taught during the first and second years of a seven-year medical program. The goal of this study was to analyze teachers and students’ perceptions of basic science teaching in medical education.Methods: A descriptive cross-sectional study was conducted at the college of medicine of Shiraz University of Medical Sciences.Results: Regarding the students’ viewpoints, 71.4% reported that curriculum content in basic sciences was enough and had good relevance. 59.2% of students believed the objectives of basic sciences curriculum were clear.Conclusion: The burden of teaching basic sciences ranges from sustaining interest to clinical relevance. It is expected that medical schools will continuously monitor what works and what does not work with their curricula and make the necessary adaptations as required.
https://jamp.sums.ac.ir/article_40870_3fd7fcd971d2861e52cdb02b2e8155fa.pdf
2013-01-01
28
32
RITA
REZAEE
ritarezaee@sums.ac.ir
1
Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
LEAD_AUTHOR
VAHID
KESHTKAR
keshtkarv@sums.ac.ir
2
Community Medicine Department, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
ORIGINAL_ARTICLE
A survey to study and compare factors affecting human resources efficiency
Introduction: The human resources are considered the main asset of anysociety. If used properly and effectively, it will create other sources and above all the added value. The quality of the life is usually dependent on the quality of human professional life including factors such as job security, services and welfare pensions, health services, income, and job quality. The purpose of this study was to investigate the role and priority of the above-mentioned factors on efficacy of the staff members of the Fars Office of Education.Methods: The research sample comprised the staff members of the Fars Office of Education across the state, including 61 districts. Based on the Cochran Formula, 25 districts were randomly selected. In order to measure the factors, the Likert-type instrument designed by Hossainpoor to compare the Ideal and current situation, was used.Results: The staff rated job security as the most important factor affecting their efficacy in both current and ideal situations followed by income.Discussion: Based on the previous research and review of literature, success of the educational organizations is fully dependent on their personnel. If executives of such organizations try to attract the qualified personnel and keep them motivated, their success will be guaranteed.Keywords: Human Resource, Effective factors, Efficiency
https://jamp.sums.ac.ir/article_40871_5753fae5bb9be7fd551e141ff578a1b1.pdf
2013-01-01
33
35
MOHSEN
KHADEMI
smokhtarpour86@yahoo.com
1
Shiraz University, Shiraz, Iran
AUTHOR
SEDIGHEH
MOKHTARPOUR
s.mokhtarpour86@yahoo.com
2
Educational Administration, Center for Studies and Development of Medical Education, Shiraz, Iran
LEAD_AUTHOR
AKBAR
MOMENI RAD
3
Educational technology Department, Allameh Tabatabaee University, Tehran, Iran
AUTHOR
FATIMAH
AVATEFI FARD
4
Islamic Azad University, Shiraz, Iran
AUTHOR
ORIGINAL_ARTICLE
Comparison of two educational environments in early clinical exposure program based on Dundee Ready Educational Environment Measure
Introduction: The undergraduate curriculum of Shiraz medical schoolunderwent a major reform during the recent years. It comprised of integrated education, supplemented with an early clinical experience program. This study was carried out to find out how early experience in clinical experience affects medical students’ perception and identify strengths and limitations of the available methods and the environment of its delivery.Methods: During the academic year 2011-2012, this descriptive study was undertaken and the subjects were first year students studying medicine at Shiraz University of Medical Sciences using a DREEM questionnaire.Results: The DREEM questionnaire showed evidence of desirable educational climate during the program. Overall, 98 percent of the students were satisfied with the course and believed that the program helped them to become more familiar with the clinical environment and reduce their fear.Conclusion: The students’ satisfaction and their positive attitudes toward early clinical exposure suggested that this program improve the quality of basic science courses and implementation of personal and professional identity and also reduce students’ stress of hospital practice.Keywords:Education, Early clinical exposure, Educational environment
https://jamp.sums.ac.ir/article_40872_59f5dd4d7f8aba41c1d441e960464067.pdf
2013-01-01
36
37
SEDIGHEH
EBRAHIMI
sedighebrahimi@gmail.com
1
Department of Medical Ethics, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
JAVAD
KOJURI
kojurij@yahoo.com
2
Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
Survey of professional ethics observance degree among managers and staff of teaching hospitals of Shiraz University of Medical Sciences
Introduction: Professional ethics is a very important issue for managerswho are role models for students and staff. It can also be very effective in organizational activities. The main objective of this research is to describe the result of managers’ self assessment in Shiraz teaching hospitals.Methods: The present research is a cross-sectional study. The statistical society of this research includes all senior, middle and executive managers of Nemazi, Faghihi and Chamran hospitals. Regarding the small volume of statistical society and advice of a statistical counselor, the census method was used. The data were gathered using questionnaires.Results: The result of this research showed that there was a significantassociation between managerial ethics and education levels but there wasn’t a significant association between average score of managerial ethics and the field of study, sex and age. Also the mean for managerial ethics was the highest in Faghihi hospital.Discussion: According to research findings and positive association between managerial ethics and education levels, observance of professional ethics is essential. So we can train managers to observe professional ethics more in their organizations in order to improve organizational efficacy.Keywords: Ethics, Professional ethics, Teaching hospitals, Managers
https://jamp.sums.ac.ir/article_40873_10ac0af7d61ba945f543b1723165620f.pdf
2013-01-01
38
41
FARZAD
MAHMOUDIAN
parisanabeiei@yahoo.com
1
Department of Medical Ethics, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
SEYED ZIAEDDIN
TABEI
ethics@sums.ac.ir
2
Department of Medical Ethics, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
PARISA
NABEIEI
3
Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
LEAD_AUTHOR
NEDA
MOADAB
m_moadab82@yahoo.com
4
Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
MEHRNAZ
MARDANI
5
Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
ZAHRA
HOUSHMAND SARVESTANI
6
Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
ZAHRA
GHASEMI
7
Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
ORIGINAL_ARTICLE
My interest in the department of medical education
My interest in the department of medical education started in the year 1955 when about 900 high school graduates in Shiraz, participated in the “Konkoor”, an Iranian University entrance exam. Of these 900 graduates, 42 passed and gained admissions into Shiraz University Medical School and six years later, 32 graduated and received a medical degree from Shiraz University Medical School. I was one of them. The medical school curriculum was based on an American Medical School Curriculum. The courses and textbooks were all in English, taught by visiting American professors in various medical specialties. The natural trend for such trained Iranian medical graduates was to participate in the ECFMG qualifying exam, an assessment of their readiness to enter further graduate training in the U.S. Of the 32 graduates, 24 passed the ECFMG and started their 5 year (1961-1965) specialty training in U.S. hospitals. As one of the graduates of the Class of 1961, I was in close contact with my medical school classmates and followed their moves and professional activities with interest. In 1969, eight years following graduation, 17 of the 32 graduates were residing and working in the United States, while the remaining 15 had stayed in Iran. In 1971, during my sabbatical leave, at Johns Hopkins University, we engaged in the study of medical schools graduates in Iran. We were astonished to find 1625 Iranian medical graduates had permanently immigrated to and were working in the United States. The reasons for this large-scale immigration were multifold. As the medical school curriculum in Iran was modeled on those in the Western countries, it was natural that the Iranian medical graduates gravitated to these countries. The graduates that remained in Iran were sometimes faced with a 2 year mandatory military service. They were confronted with rural settings, which were a far cry from their medical training, having to treat patients with minimal equipment and medication. This lack of opportunity was partially responsible in their ploy to emigrate to the West. The establishment of the department of medical education along with the department of community medicine at Shiraz University provided an ideal opportunity to modify the medical school curriculum and the methods of instruction, and to tailor these to the needs of the Iranian population. The success and reputation of both these departments had a significant role in modifying not only the curriculum in Shiraz, but also those of medical schools in the entire Eastern Mediterranean region. It is indeed very pleasant news to find the present publication where medical schools in the region and further afield can share their ideas about the successes and pitfalls of medical education
https://jamp.sums.ac.ir/article_40867_8bd8d2c4bb319c3a2133cdc4ac589069.pdf
2013-01-01
42
HOSSEIN
RONAGHI
ronaghy@yahoo.com
1
University of California, San Diago, USA
LEAD_AUTHOR