@article { author = {MOHAMMADI, ELAHEH and SHAHSAVARI, HOMAN and MIRZAZADEH, AZIM and SOHRABPOUR, AMIR ALI and MORTAZ HEJRI, SARA}, title = {Improving Role Modeling in Clinical Teachers: A Narrative Literature Review}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {1}, pages = {1-9}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.74929.}, abstract = {Introduction: Students observe role models and learn from them in a variety of educational settings. Although it is known that role models impact the professional and character development of students, some clinical teachers are poor role models. We conducted a review to summarize the evidence that could help clinical teachers promote their role modeling.Methods: We performed a review search using specific keywords (curriculum, role model*, faculty development, teach*, program* and education) through electronic databases (PubMed, EMBASE,and ERIC). We obtained 320 qualitative and quantitative studies. Having removed the duplicate references, we read 244 titles and excluded irrelevant ones. Eighty-two articles were retained andthe abstract of each was read. Finally, 20 articles were included.Results: According to the results of our review, three major themes were identified: 1) features of a good role model composed of teaching, clinical, and personal-interpersonal skills, 2) self-improvement of role modeling, and 3) faculty development programs.Conclusions: Role models have a profound effect on the attitudes and behaviors of medical students. It is important for clinical teachers to make an intentional effort to articulate what aspects they are modeling. This study can help the faculty members to be an effective role model. Also, the findings of this review could form the foundation of a faculty development program in order to foster role modeling in clinical settings.}, keywords = {Role model,Clinical education,Clinical teacher,Faculty development}, url = {https://jamp.sums.ac.ir/article_45577.html}, eprint = {https://jamp.sums.ac.ir/article_45577_4ccd219fad3bdca0c83e658f994d1ca0.pdf} } @article { author = {SHINOHARA, MIYAKO and NAKAMURA, TAKEHIRO and KUNIKATA, NORICHIKA and OKUDERA, HIROSHI and KURODA, YASUHIRO}, title = {A half-day stroke workshop based on the Kirkpatrick model to improve new clinical staff behavior}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {1}, pages = {10-17}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.74874.0}, abstract = {Introduction: The present study aimed to determine the validity and usefulness of scales and training programs for clinical staff to evaluate nerve signs as an initial response to stroke. We developeda stroke workshop, using the analysis, design, development, implementation, and evaluation (ADDIE) model method based on instructional systems design theory.Methods: The workshop aimed to improve the basic first aid skills of clinical staff for stroke. The participants (n=46) were randomly assigned to conventional Cincinnati Pre-hospital Stroke Scale (CPSS) or modified CPSS groups (simple randomization). Short-term case simulation was conducted immediately after the training as well as 6 months later to evaluate the nurses’ skills. We conducted evaluations, using an instructional framework throughout the ADDIE process. We used the Kirkpatrick model to evaluate the educational effect of up to level 3 in this study. The Wilcoxon signed-rank test was used to analyze differences between the pre-test and post-test groups.Results: The evaluation of the new clinical staff stroke emergency training program, either using the conventional CPSS or the modified CPSS, showed that the participants were highly satisfied and exhibited improved knowledge and skills (conventional CPSS:3.05±0.73 vs 3.64±0.59, P=0.012 and modified CPSS: 2.95±0.97 vs 3.61±0.49, P=0.111, before training vs after training, respectively).On the other hand, it was difficult for the participants to evaluate neurologic conditions using the modified CPSS compared with the conventional CPSS.Conclusion: These results demonstrated that stroke care training is effective in reaction, learning, and behavior. The modified CPSS could be useful as with the conventional CPSS. In future, evaluation of neurological conditions should be improved.}, keywords = {Workshop,Stroke,Clinical staff,Behavior}, url = {https://jamp.sums.ac.ir/article_45977.html}, eprint = {https://jamp.sums.ac.ir/article_45977_a982b7fd5544cf12d0e20b7385a471b9.pdf} } @article { author = {KEWCHAROEN, JAKRIN and CHAROENPOONSIRI, NATTAWAT and THANGJUI, SITTINUN and PANTHONG, SOWITCHAYA and HONGKAN, WASANA}, title = {A comparison between peer-assisted learning and self-study for electrocardiography interpretation in Thai medical students}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {1}, pages = {18-24}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.81458.1006}, abstract = {Introduction: Peer-assisted learning has been shown to be an effective teaching and learning method. However, this technique has not been proven in Thai medical school. We aimed to comparethe effectiveness of peer-assisted learning and self-study in interpreting an electrocardiogram in Thai medical students.Methods: This is a prospective, randomized controlled trial, conducted in Chonburi teaching hospital, a community hospital affiliated with Chulalongkorn University. All medical students from the fourth and fifth years, a total of eighty students, were randomly assigned to two groups of peer-assisted learning (PAL) and self-study (SS) via stratified randomization done by computer-generated randomization. The two groups were matched for sex and grade point average. In the PAL group,teaching was performed by the fourth and fifth year medical students. We conducted five weekly study sessions. Different topics of electrocardiogram interpretation were assigned to tutors for teaching. SS group would separately study the same topic on their own. Constructed response questions were used to assess the students at the beginning as a pre-test and after a five-weeksession as a post-test. Online self-assessment was delivered to students one month after the study.Results: Mean pre-test and post-test score was put into the analysis and compared across groups using t-test. No significant difference in pre-test score was observed between the two groups in the same academic year. There was a significant difference between the mean post-test score between the fourth year PAL and SS groups. Also, the mean difference score in the fourth year PAL group was higher than the fourth year SS group. However, in the fifth year group, there was no significant difference between the PAL and SS groups in the mean post-test score and mean difference score. Conclusion: In conclusion, peer-assisted learning is an interesting method to improve understanding and interpreting skills of basic ECG better than self-study in the early clinical year medical students. }, keywords = {Peer group,Electrocardiography,Self-assessment}, url = {https://jamp.sums.ac.ir/article_45978.html}, eprint = {https://jamp.sums.ac.ir/article_45978_2d8fa9002c72fb73fdbcf0dabec24d06.pdf} } @article { author = {BURGOS, LUCRECIA M. and ALVES DE LIMA, ALBERTO and PARODI, JOSEFINA and COSTABEL, JUAN PABLO and GANIELE, MARÍA NIEVES and DOLORES ARCEO, MARÍA and DURANTE, EDUARDO and GELPI, RICARDO}, title = {Reliability and acceptability of the multiple mini-interview for selection of residents in cardiology}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {1}, pages = {25-31}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.83903.1116}, abstract = {Introduction: The multiple mini-interview (MMI) model can be useful to evaluate non-cognitive domains and guide the selection process in medical residency programs. The aim of this study wasto evaluate the reliability and acceptability of the MMI model for the selection of residents in a cardiology residency program.Methods: We conducted an observational and prospective study. It was performed in a tertiary-care center specialized in cardiology and included candidates for the cardiology residency program in March 2018. Ten stations were developed to evaluate different non-cognitive domains. Reliability was evaluated by the generalizability G coefficient. Candidates and interviewers were surveyed to evaluate the acceptability of the MMI model.Results: Nine faculty members were trained and 22 candidates were evaluated. The G study showed a relative G coefficient between 0.56 and 0.73, according to the design. 91% of the candidates stated that they preferred MMI over other types of interviews as a selection method for admission to the residency program, and all the interviewers considered they had enough time to evaluate the candidates and their strengths as future residents. Conclusion: The MMI is a reliable model to evaluate candidates for a residency program in cardiology with high acceptability among residents and observers. }, keywords = {Medical education,Cardiology,Internship and residency}, url = {https://jamp.sums.ac.ir/article_45979.html}, eprint = {https://jamp.sums.ac.ir/article_45979_8eb33f8d25ce58c9f25face4fe43ff7e.pdf} } @article { author = {AHMADY, SOLEIMAN and KHAJEALI, NASRIN and MIRMOGHTADAIE, ZOHREHSADAT}, title = {Challenges and opportunities of acquiring scientific authority in medical sciences: determination of the experts’ views based on qualitative content analysis}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {1}, pages = {32-41}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.74823.}, abstract = {Introduction: Capability is built upon knowledge and wisdom, and scientific progress and development is associated with wealth production, national and international authority, andindependence. To promote scientific development, as a prerequisite to the country’s progress in other areas, there is a need for strategic planning and creating scientific capacities. Today’s world is facinga rapid growth and development in science and technology, and universities and higher education centers have an important role in the society’s development and progress in the areas of humanresources training, science and technology production, and solving different problems. Considering the Iran’s health scientific road map and communication of innovation and reform plans, andsince universities are required to identify the areas of authority, this study was conducted to determine the challenges of scientific authority promotion and proper courses of action.Methods: In this study, content analysis was used as a qualitative research method. The triangulation method was applied for data collection. Purposive sampling was done to select the participantsfor focused group discussion and data collection continued until data saturation was achieved. The participants were 19 higher education experts and MOHME policymakers. The ATLAS.ti software version 5.2 was used for analysis of data.Results: The results of the analysis of transcripts obtained from FGD with higher education experts and MOHME policymakers showed 4 themes, 10 categories and 43 sub-categories. The resultingthemes included: “Experienced perceptions of scientific authority”, “Requirements of scientific authority”, “Challenges of scientific authority”, and “Strategies for promoting scientific authority”. Conclusion: Universities and governmental sectors do not represent all the capacities, and there are much more capacities that can be exploited with participation of different sectors and institutions, especially inter-sectoral and inter-university collaborations. Many advances in new sciences have occurred in interdisciplinary majors, and these collaborations help to take solid steps towards scientific authority.}, keywords = {Scientific,Qualitative research,Medical Sciences}, url = {https://jamp.sums.ac.ir/article_45980.html}, eprint = {https://jamp.sums.ac.ir/article_45980_594b26ccf528bc6ac808d000b703014e.pdf} } @article { author = {KESHMIRI, FATEMEH and FARAHMAND, SHERVIN and BAHRAMNEZHAD, FATEMEH and HOSSEIN-NEJAD NEDAEI, HOOMAN}, title = {Exploring the challenges of professional identity formation in clinical education environment: A qualitative study}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {1}, pages = {42-49}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.74806.0}, abstract = {Introduction: This study aimed to explore the challenges of professional identity formation at clinical education environments from the faculty members’ viewpoints.Methods: This is a qualitative study. The population consisted of clinical faculty members of Tehran University of Medical Sciences. In this study, 39 faculty members participated in an in-depth semi-structured interview. To analyze the data, conventional content analysis approach was used. Open coding was extracted from the participants’ statements that represented their experiences. Then, based on their similarities, the codes were classified. Subcategories were emerged and after arranging, they were classified into categories based on their relationships.Results: Instability of professional commitment, patientcenteredness as the missing loop care and treatment, and inappropriate conductive context were explored as the challenges of professional identity in clinical educational environment.Conclusion: According to the results of the study, the formation of professional identity among the providers is not an easy task because many factors affect the formation of professional identity.Therefore, a comprehensive shift towards forming the professional identity at individual and organizational level should be planned.}, keywords = {professionalism,Qualitative research,education,Environment}, url = {https://jamp.sums.ac.ir/article_45981.html}, eprint = {https://jamp.sums.ac.ir/article_45981_8bc38d6c5632c49863d84b575e24baf7.pdf} } @article { author = {DE OLIVEIRA, ADILSON JOSE MANUEL and FRESTA, MÁRIO}, title = {Impact of International Training of Medical Specialists for underdeveloped Countries: Brazil– Angola experience}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {1}, pages = {50-52}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.81744.1030}, abstract = {Introduction: Angola has about 28 million inhabitants and approximately 0.21 physicians/1,000 population. There is only one specialist in some medical fields in the whole country while there is not even one specialist in some other fields. The objective of this study is to investigate the significance of the Cooperation Program for Foreign Doctors (Brazil) and its impact on the provision of specialized medical care in Angola, showing the evolution of the different specialties as well as the emergence ofsome specialties in Angola.Methods: A retrospective study was performed, identifying the Angolan doctors trained in Brazil by the Cooperation Program for Foreign Doctors. The number and specialty of the trained physicians were obtained from the database of the program, and the number of doctors in each specialty in Angola was obtained by consulting the registry of doctors of the various specialist colleges in Angola.Results: From February 2011 to March 2019, 111 physicians were trained in 32 specialties; there was a greater increase of 50% or more in 6 specialties, with emphasis on geriatrics, haematology,nuclear medicine, surgical oncology and sleep medicine that had no specialists.Conclusion: The lack of specialist doctors is a very common problem in low-income countries; on the other hand, highincome countries are already beginning to limit training in some specialties due to lack of labour market. The Angolan cooperation model could be adopted by several countries to promote a qualitative overall growth in health care.}, keywords = {Medical education,Public Health,Training}, url = {https://jamp.sums.ac.ir/article_45982.html}, eprint = {https://jamp.sums.ac.ir/article_45982_7797eeefe172d4d1e0c5bf7d00dd0fe4.pdf} } @article { author = {ROSEN, GERALD P. and WITTELS, S. HOWARD and SMITH, ITALIA and VISWANATH, OMAR}, title = {A program director’s perspective: advanced positions versus physician-only positions - What’s the best for my program?}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {1}, pages = {53-54}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.83627.1109}, abstract = {N/A}, keywords = {Residency,Match,Recruitment}, url = {https://jamp.sums.ac.ir/article_45983.html}, eprint = {https://jamp.sums.ac.ir/article_45983_1f8d120c5397ce6650f9e80698c8e8f3.pdf} }