Journal of Advances in Medical Education & Professionalism

Female role models in medicine: a medical student’s perspective

DIYA KAPILA

Volume 6, Issue 1 , January 2018, , Pages 49-50

https://doi.org/10.30476/jamp.2018.43339

Abstract

The importance of role models in medicaleducation cannot be understated. Theyallow for professional development, aid in careermotivation and inspire and educate throughexample. Unfortunately, ... Read More The importance of role models in medicaleducation cannot be understated. Theyallow for professional development, aid in careermotivation and inspire and educate throughexample. Unfortunately, I cannot admit knowingmore than three female role models throughoutmy time at medical school, and now as a finalyear student, I am more disappointed than everfor this deficit.My admiration and respect for doctorsremains sky high, but from the age of 15, Iremember being put off and discouraged froma career in medicine. My first work experienceplacement was met with disgruntled medicalstudents and doctors warning me to ‘steer clear’of this career choice. Notably, female doctorswould state their reservations about whether theycould adequately bring up a stable family togetherwith the demands of this profession. This wasan extremely frustrating resolution for me to seeas a young, inspired medic- who passionatelyfelt I would work hard to do both. I sought tofind out more about the challenges for womenin medicine.There lies no dispute that having a stablefamily life and successful career is no easy featfor women. Yet, the mere choice between a familyand/or career is far more intricate than it mayseem; it is really a question exploring personallife priorities, resolute character traits and, mostimportantly, equal gender opportunities and thenecessity for greater support for women withfamilies (1).Gender equity and empowerment areinextricably linked to a woman’s entitlementand contribution to the workplace. Evidently, theendless unpaid hours of bringing up a family needgreater recognition- arguably a full time job initself; some people still don’t deem the demandingwork of a mother as a career- illustrated byCatherine Deveny’s Guardian article (2).Women are often invited to defend their lifechoices, or fulfil gender expectations. Maybe,as women we need to alter our own insight intowhat it means to be a successful career womanand mother. What defines doing ‘well’ whendescribing family life, a subjective word for sucha prevalent aspiration.The deplorable deluge of negative headlinesafter the report from the Royal College ofPhysicians (2009) stating women will predominatethe workforce in 2017 inflamed public perceptionwith assertions including, “Women docs weakenmedicine” (3). This was a shocking flavour ofnegativism for women in medicine- and addedto both my curiosity and anger at the situation.The apparent vulnerability of women isparticularly evident amongst certain geographicalpopulations; for example, in Iran, there arepalpable traditional differences between genders,rendering unequal social rights, salaries andemployment opportunities (4), with furthersignificance on health status. Article 158,of the Third Development plan, instigated aresolute initiative for increasing awarenessand incorporation of women in society, whichincluded the promotion of job opportunitiesfor women (5). Furthermore, accessibility ofadvanced surgical training is highly limited,with Dr Sakineh Pari, born in 1902, being thefirst Iranian female surgeon (6). Despite theevolution of greater gender equality in Iranianmedical employment, it is clear that we needfurther progress towards true equality.I want to pose a note of reflection: why dothese negative perceptions still exist even in2017? We need to act now to ensure the womenof the future have confidence that they can bothcultivate a great family and career; it is possible,with the appropriate communication, support andflexibility that are essential to both motherhoodand top career posts, especially within countrieswhere gender inequalities are rife.

Impact of International Training of Medical Specialists for underdeveloped Countries: Brazil– Angola experience

ADILSON JOSE MANUEL DE OLIVEIRA; MÁRIO FRESTA

Volume 8, Issue 1 , January 2020, , Pages 50-52

https://doi.org/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 ... Read More

Educational needs of family physicians in the domains of health and conformity with continuing education in Fasa University of Medical Sciences

NAHID ZARIF SANAIEY; SAHAR KARAMNEJAD; RITA REZAEE

Volume 3, Issue 2 , April 2015, , Pages 84-89

Abstract

of planning. According to the family physician’s idea, evaluatingprograms in order to improve them is one of the necessities ofpromoting quality and increases the efficiency and effectivenessof ... Read More of planning. According to the family physician’s idea, evaluatingprograms in order to improve them is one of the necessities ofpromoting quality and increases the efficiency and effectivenessof continuing education. This study aimed to determinefamily physicians’ educational needs regarding health and itsapplicability in continuous medical education in Fasa Universityof Medical Sciences.Methods: In this cross-sectional study, viewpoints of 45 generalphysicians working at Fasa University of Medical Sciences in2013 were studied. Samples were selected through census. Datacollection was done using a researcher-made questionnaire using10-point Likert scale and a checklist with Delphi technique.Content validity of the questionnaire and its reliability wereconfirmed by the experts’ opinion and Cronbach’s alpha of 80%.The data were analyzed through SPSS software version 16, usingboth descriptive and inferential statistics (mean and standarddeviation, standard score (SQ), t-test, ANOVAs). A significancelevel of <0.05 was considered.Results: The highest educational priority was in the field ofmental health (SQ=0.38), and environmental and professionalhealth was the lowest priority (SQ=_0.24). Additionally, withineach of the areas above specific priorities were determined. Basedon the results of this study, gender, graduation date, cooperationtime, and university they were educated in did not affectexpressing educational needs (p>0.05). The most educationalconformity with continuing education was in the diseases area(topic 27%, content 37%). In the areas of environmental andprofessional health and health education, compliance was zero.Conclusions: The physicians stated that mental health was thefirst educational need and environmental and professional healthwas the last one. According to the results, proper continuingmedical programs should be coordinated with educational needs.Keywords: Needs assessment; Physicians; Family; Health; Education

“Excellence” and “equity”: key elements in medical education

MEHDI ALOOSH

Volume 5, Issue 2 , April 2017, , Pages 90-91

Abstract

In Iran, similar to most countries, medicineis a prestigious and high income profession.Moreover, traditionally “best and the brightest”candidates have been considered suitable ... Read More In Iran, similar to most countries, medicineis a prestigious and high income profession.Moreover, traditionally “best and the brightest”candidates have been considered suitable toenter medical schools. In fact, the excellencyof the applicants has been measured in a highlycompetitive national competition, by a multiplechoice knowledge test of high school materials.Accordingly, the national exam would provideequal chances for all candidates to enter medicalschools based on their knowledge excellence;in addition, the test provides an “objective”assessment, which would be supported by socialaccountability. Moreover, using this tool isrelatively feasible among about half a millionapplicants per year. However, a study in 2012showed that the national exam alone or evenin combination with high school Grade PointAverage (GPA) has limited predictive value formedical school exams and GPA (1). Similarly,other studies have supported inadequacy ofthese knowledge scores in predicting success inmedical training and even practicing medicine (2,3). In fact, being a “good doctor” is required tobe competent not only in knowledge acquisition,but also in non-knowledge competencies, suchas communication. Therefore, it seems thatthe current method of candidate selection hasnarrowed the definition of "excellence" byfocusing on theoretical knowledge. Furthermore,this method does not examine higher levels ofknowledge dimension, such as metacognition andhigher cognitive processes, such as creativity.In order to achieve more equity in access toeducation, a quota has been defined for differentgeographical areas of the country (central vs.marginal provinces). This would balance thechance of acceptance in medical schools forlower scored students in remote areas competingnumerous high scored applicants in big cities.In the United States, since five decades ago, aquota policy has been implemented entitled“affirmative action”, to address race diversity inmedicine. Such diversity has shown to improvehealth care and medical practice in underservedareas (3) without any adverse effect on residencytraining (4).In Iran, despite of implementation of the quotapolicy for more than half a century for selectingmedical students, it seems that advantageouspopulation -upper and middle socioeconomicgroups- have a higher chance to enter medicalschools even in remote areas. Indeed, they havemore resources to invest on the training requiredfor being excellent in the national knowledgeexam. Therefore, equity, which addresses socialjustice, would not be satisfied.Moreover, it has been shown that patients oflower socioeconomic level have limited accessto care and receive less medical care comparedto advantageous patients (5). It can be partiallybecause of communication problems caused bysocial class differences between physician and patient (6). In poorer patients' perspective, themost important criterion to choose a physicianis psychosocial aspect of the patient–physicianrelationship (7). In addition, physicians reportless interest and comfort and more anxiety invisiting patients with low socioeconomic status(8). As a result, there is a correlation betweenphysicians’ social class and communities theyserve (9). It seems that recruiting more medicalstudents from lower socioeconomic originmight raise awareness through the socializationprocess (10). Therefore, the equity in access tomedical education is considered as a tool for morejustice in the delivery of health care rather thana means for individual social advancement (11).In other words, if just some social groups entermedical profession, specific social groups wouldbe underrepresented in the profession and theirhealth care needs would be undermined.In summary, it seems that meaning ofexcellence and various excellences, whichare required to provide the best care for thepopulation, should be revisited. Accordingly, areliable and valid measurement tool for thoseexcellences is required to be designed. Finally,revision of policies in selecting medical studentswould satisfy health care needs of all socialgroups.

Learning operational strategies in surgery training

SHAHRAM PAYDAR; ZAHRA GHAHRAMANI; SHAHRAM BOLANDPARVAZ; HOSSEINALI KHALILI; HAMID REZA ABBASI

Volume 2, Issue 2 , April 2014, , Pages 92-94

Abstract

Introduction: Education and training in surgery is in the middle ofapprenticeship style of learning especially in operating room with littleimportance of understanding on how trainees ... Read More

Faculty development programs for medical teachers in India

SANJAY ZODPEY; ANJALI SHARMA; QUAZI SYED ZAHIRUDDIN; ABHAY GAIDHANE; SUNANDA SHRIKHANDE

Volume 4, Issue 2 , April 2016, , Pages 97-101

Abstract

Introduction: India has the highest number of medical collegesin the world and subsequently the higher number of medicalteachers. There is a dire need of adopting a systematic approach ... Read More

Professionalism for future humanistic doctors

SEDIGHEH EBRAHIMI

Volume 1, Issue 3 , July 2013, , Pages 104-105

Abstract

Dear editor Clinical environments encounter is an important part of studying medicine (1). Patient contact as an integral part of medical education occurs in various formats in the ... Read More Dear editor Clinical environments encounter is an important part of studying medicine (1). Patient contact as an integral part of medical education occurs in various formats in the clinical settings (2, 3). During clinical training, medical students may experience high levels of stress, and some may not deal with it well. The abruptness of students’ transition to the clinical setting generated positive and negative emotions. Due to being a novice, they did not receive adequate training on how to get emotionally prepared for meeting seriously ill people. In such circumstances, the shortage of training will have predictably crucial consequences. Early clinical contact has been suggested to reduce these stresses and help the students adapt effectively to changes in the hospital climate (2). Patient contact creates an environment where each student appreciates cultural diversity and reinforces the development of clinical professional interpersonal skills through social, emotional and cognitive experiences (4, 5). It encourages validating of the relationship between patients and doctors and allows students to experience a more personal relationship with patients and nurture the ability to empathize with them, providing considerable benefits for trainees and patients. In this way, the social emotions that students experience when empathizing with a patient represent a uniquely human achievement. By internalizing their subjective interpretations of patient’s beliefs and feelings, the student’s body, brain and mind come together to produce cognition and emotion . They construct culturally relevant knowledge and make decisions about how to act and think about the patient’s problems as if they were their own. On the other hand, patient interaction in undergraduate education offers students a valuable early insight into the day-to-day role of a doctor and the patients’ perspective on specific conditions. Early experience provides a greater knowledge of professional roles and responsibilities for students (6- 8). Considering the important role of patients in contributing to the educational process and the benefits that exposure to patients will have for the students, it is important to note that medical schools bear the responsibility of training their students in a framework to approach these experiences in a professional way. It is necessary that medical training programs begin to provide adequate and formalised preparation for ethical challenges of working in clinical settings. While a large bulk of feedback from patients showed generally positive attitude toward medical student participation, there may still be the risk of adverse effect on the clinical teaching environment. Thus, patients should be adequately informed and permission should be obtained for medical students’ involvement. Previous studies have indicated that medical students often face ethical dilemmas concerning patient-care. A study conducted by Walters et al. (2003) reported some therapeutic benefits, for patients with common mental disorders contributing in undergraduate teaching in general practice .The study revealed that there were high levels of patient satisfaction; however, a small number of patients reported that they found the encounter distressing (9). Teaching hospitals need to become a safe and sacred place of respect for human rights and dignity (10). There are numerous ethical dilemmas to the patient involvement in medical education that may have unintended consequences such as loss of privacy and missing the patient’s emotional and personal responses. An ethically sensitive organization often faces the probe of having to balance between duty of training the students well and duty of doing the best care for the patients. The main point of this ethical dilemma is beneficence to the students versus non- malfeasance (harm) to patients. Ethical sensitivity can be promoted by development of ethical guidelines proposed for patient-oriented teaching hospitals.The common ethical principles that guide all medical practices are central to any contact with patients at all stages of medical education. Patients may express concerns over their involvement in medical education as well as over breaching ethical considerations including consent and confidentiality. Lack of related concerns could have a negative impact on patients and on the learning outcomes for medical students, trainees and doctors (11). With increased focus on patients’ autonomy, this principle is also ignored when no freedom of choice is given to the patients being visited by the trainees. Therefore, it is essential to respect the patient’s right to be informed about any teaching activity in which he or she will contribute, and specific consent must be obtained for student contact (12). Patients must be given the authority of choosing whether students observe or participate during their visit and also should be reassured that doing so will not affect the care they receive. The experiences of patients who participate in medical education will be particularly dependent on the level of information that they receive and thus the extent of knowledge they have about the teaching situation to which they are being asked to consent (12). If the treating team has a good rapport with the patient and if the patient is assured that he or she will not be harmed or embarrassed in the proposed activity, most of them would cooperate and contribute to the education and training of medical students willingly (13). Patients should be informed that necessary information will be shared with students as a part of the learning process and the students have a duty to maintain the confidentiality of the information (1). In conclusion, clinical exposure in the undergraduate program provides opportunities for medical students to develop professional behavior. They must communicate well and respect their patients’ wishes and needs as expected as to be doctors. For promoting medical education, sufficient weight should be given to the ethical, professional, attitudinal, and social features of medical practice. Therefore, treatment of affective and social learning in modern medical education must be considered as well as scientific foundations of medicine.

Assessing patient satisfaction with Sudanese doctors

MOHAMED H. TAHA

Volume 7, Issue 2 , April 2019, , Pages 106-107

https://doi.org/10.30476/jamp.2019.44706

Abstract

Dear editor Patients’ satisfaction has long been consideredas an important factor when gauging healthoutcome and quality of care in both developedand developing countries (1) ... Read More Dear editor Patients’ satisfaction has long been consideredas an important factor when gauging healthoutcome and quality of care in both developedand developing countries (1) and constitutes asubstantial indicator of the health care quality(2). Researches have shown that satisfiedpatients are more likely to develop a goodrelationship with the health system, leading toimproving compliance, continuity of care andultimately better health outcome (3).Identification of patient’ needs and evaluationof the health services provided are the startingpoints of a patient-centered approach in providinghealth care (4). In recent years, the health systemof Sudan has undergone some reforms and hasestablished an extensive health infrastructure inboth the public and private sectors (5). In Sudan,people of different social classes take treatmentfrom different health providers such as public,private, and military hospitals for differentreasons including economic condition, healthknowledge, and socio-demographic determinants.Cultural practices may influence people to choosethe particular healthcare service providers.We aimed, in this study, at assessing thepatients’ satisfaction with their treating doctors,in the internal medicine program, and identifyingthe areas that need more emphasis in the trainingof the residents. A cross-sectional facility-basedstudy was conducted on Wed Madani, a teachinghospital, 200 kilometre south to Khartoum,Sudan from June to September 2017.The patients were accessed through avalidated self-administered questionnaire. Theselection of the participants within the selectedtraining centers was done by systematic sampling.The sample size was 389 patients.All the respondents (n=389) agreed toparticipate in this study giving a response rateof 100%. The majority of patients under studywere women, two hundred thirty-eight (62.2%),and the greatest number of respondents belongedto the age group 46-52, (47.8%).The overall patients’ satisfaction rate was257 (66.1%), and the dissatisfaction rate was132 (33.9%). The areas for satisfaction werethe residents’ respect for what the patientssaid, 77.4% (n=301), maintaining privacy whenconducting physical examination, 68.4 (n=266),and the explanations that residents providedabout the results of their treatment 78.9%(n=307). The areas behind the dissatisfactionwere: residents did not listen carefully to theirpatients, 73.77% (n=287), residents did not makethe patients understand their instruction to takethe drugs, 85.8% (n=334), residents did not spendenough time on the patients 94.08% (n=366), andresidents did not explain to them the purpose ofthe investigation they requested 76.60% (n=298).This study showed that there was a relationshipbetween the level of education and satisfaction,where the satisfaction was low in highly educatedpatients. Females were less satisfied than males.There was no association between patients’satisfaction and the employment and maritalstatus. Regarding the monthly income, thosewith low income were most satisfied comparedto those with high income. This may be due tothe fact that those with high income took theirtreatment in the private sector, where there wasno crowdedness compared to that in the publichospitals most of the time.There are several factors that lead to patients’satisfaction. The findings are in agreement withanother study which showed that the reasonsbehind the high level of satisfaction wereresidents’ respect for what the patients say, andmaintaining the privacy and confidentialities oftheir patients (6).On the other hand, there are several reasonsthat decrease the level of satisfaction includingthe residents’ lack of spending adequate time forlistening to the patient’s complaints and medicalproblems. This is in accordance with the findingsof a similar study conducted in Pakistan (7).The results of this study could be very usefulin the planning and delivery of training forresidents in Sudan and the region.This study has some limitations, one ofwhich is that we depended on self-reports fromrespondents speaking for themselves or theirparents (for illiterate participants). This may haveintroduced surrogate bias.

Too much but less effective: Managing the cognitive load while designing the distanced learning instructional formats

DINESH KUMAR. V; S.S.S.N RAJASEKHAR

Volume 8, Issue 2 , April 2020, , Pages 107-108

https://doi.org/10.30476/jamp.2020.85990.1208

Abstract

In the light of educational disruptions due to COVID-19 outbreak, most, if not all institutions have adopted distanced online based learning methodologies. But, most educators seem ... Read More

Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics

MAHDI SHAHRIARI

Volume 2, Issue 3 , July 2014, , Pages 135-136

Abstract

Introduction: Bedsideteaching is defined as teaching in the presence of apatient, it is a vital component of medical education. The aim of this study was to evaluate the effectiveness ... Read More

Develop talents to increase productivity: report of the ninth national medical science olympiad in Islamic Republic of Iran in year 2017

SHAHRAM YAZDANI; FAKHROSADAT HOSSEINI; EBRAHIM KALANTAR MEHRJERDI; MITRA AMINI

Volume 6, Issue 3 , July 2018, , Pages 144-145

https://doi.org/10.30476/jamp.2018.41022

Abstract

Dear Editor, Extracurricular activities for the gifted andtalented students in Iran derive from thebelief that students with high potentials areexpected to make great help for the healthcare ... Read More Dear Editor, Extracurricular activities for the gifted andtalented students in Iran derive from thebelief that students with high potentials areexpected to make great help for the healthcare of the community. One of these activitiesis holding medical science Olympiads. In theprevious meeting report about medical scienceOlympiad in year 2011, a unique experienceof Islamic Republic of Iran was reported. TheOlympiad was held in three areas of basicsciences, clinical reasoning and management byparticipation of high rank medical students fromall over the country in two stages: individual andgroup (1-4).After performing 8 Olympiads in the country,the ninth Olympiad was held in September 2017in Tehran, Iran differently with more emphasison creativity and productivity.While creativity in health care is mostlysupposed to be innovations in surgical devices,medications, and procedures, we believed that italso relates to other health care disciplines likebasic sciences, medical education, philosophy ofmedicine and management. Creativity in thesefields is a newer concept that may result in findingnovel solutions to health care and educationalproblems and challenges such as improvingpatient care and coordinating care across multipledisciplines and difficult conditions.Shahid Beheshti University of MedicalSciences was the host of the Ninth NationalMedical Science Olympiad in September 2017under direct supervision of Ministry of Healthand Medical Education. This Olympiad was heldin five areas including basic sciences, clinicalmedicine, medical education, philosophy ofmedicine and health care management. All topranked students in medical sciences (such asmedicine, pharmacy, nursing, health management,dentistry, etc.) from all over the country had thechance of participating in this Olympiad. In Iranintegration of medical education and health caredelivery system has started in 50 universities ofmedical sciences all over the country (5). 2151students from these universities participated inthe individual Olympiad exam. Then 30 teamsin each of the five areas (total 450 teams) wereselected 55 experts in five scientific committeesconstructed the Olympiad questions in individualand team stages. A unique experience in the NinthOlympiad was using a novel and creative projectbased assignment for each team in each of thefive areas. These projects were Evidence-based decision making, public private partnership, earlyclinical exposure, medical futility and autonomicmodulation on the brain functional connectivityrelated to depression.75 percent of the students stated that theywere satisfied with these innovative and creativeprojects in different areas. 84 percent of thefaculties reported that this kind of Olympiadincreased students’ motivation and led themto compare issues friendly with each other ina scientific environment. 69.25 percent of thestudents reported that increasing the numberof teams in this Olympiad for problem solvingactivities was a very good experience for themand ascertained that such activities should beincluded in the formal curriculum of medicalschools.The main shortcoming in this Olympiadreported by the students was the competitivenature of the exam and subjectivity in scoringthe projects in some areas.Performing such Olympiads is essential indiscovering talented students and developingtheir capabilities to promote health systems.Although academic merit is not the onlyindicator of success in health science disciplines,designing additional programs for gifted andtalented students is warranted to help academicallytalented students to further their knowledge.

Preparing practical in-person evidence-based journal club in COVID-19 crisis

SEYYED SAEED KHABIRI

Volume 8, Issue 3 , July 2020, , Pages 146-147

https://doi.org/10.30476/jamp.2020.86217.1225

Abstract

While during the Corona virus, most jobs closed, and according to the policies to reduce crowding, most education sessions such as clinical rounds, Morning Reports, and journal Clubs ... Read More

Accreditation survey of Al-Kindy Teaching Hospital basic minimum standards for Iraqi Medical Teaching Hospitals

THAMER KADUM YOUSIF AL-HILFI

Volume 1, Issue 4 , October 2013, , Pages 148-150

Abstract

Accreditation survey of Al-Kindy TeachingHospital during the months of February–May2011 was performed as part of its technical assistanceservices to the management of the hospital. ... Read More

Program evaluation of an integrated basic science medical curriculum in Shiraz Medical School, using CIPP evaluation model

AZADEH ROOHOLAMINI; MITRA AMINI; LEILA BAZRAFKAN; MOHAMMAD REZA DEHGHANI; ZOHREH ESMAEILZADEH; PARISA NABEIEIE; RITA REZAEE; JAVAD KOJURI

Volume 5, Issue 3 , July 2017, , Pages 148-154

Abstract

Introduction: In recent years curriculum reform and integrationwas done in many medical schools. The integrated curriculum isa popular concept all over the world. In Shiraz medical ... Read More Introduction: In recent years curriculum reform and integrationwas done in many medical schools. The integrated curriculum isa popular concept all over the world. In Shiraz medical school,the reform was initiated by stablishing the horizontal basicscience integration model and Early Clinical Exposure (ECE)for undergraduate medical education. The purpose of this studywas to provide the required data for the program evaluation ofthis curriculum for undergraduate medical students, using CIPPprogram evaluation model.Methods: This study is an analytic descriptive and triangulationmixed method study which was carried out in Shiraz MedicalSchool in 2012, based on the views of professors of basic sciencescourses and first and second year medical students. The studyevaluated the quality of the relationship between basic sciencesand clinical courses and the method of presenting such coursesbased on the Context, Input, Process and Product (CIPP) model.The tools for collecting data, both quantitatively and qualitatively,were some questionnaires, content analysis of portfolios, semistructuredinterview and brain storming sessions. For quantitativedata analysis, SPSS software, version 14, was used.Results: In the context evaluation by modified DREEMquestionnaire, 77.75%of the students believed that this educationalsystem encourages them to actively participate in classes. Courseschedule and atmosphere of class were reported suitable by 87.81%and 83.86% of students. In input domain that was measured by aresearcher made questionnaire, the facilities for education wereacceptable except for shortage of cadavers. In process evaluation,the quality of integrated modules presentation and Early ClinicalExposure (ECE) was good from the students’ viewpoint. Inproduct evaluation, students’ brain storming, students’ portfolioand semi-structured interview with faculties were done, showingsome positive aspects of integration and some areas that needimprovement.Conclusion: The main advantage of assessing an educationalprogram based on CIPP evaluation model is that the context, input,process and product of the program are viewed and evaluatedsystematically. This will help the educational authorities to makeproper decisions based on the weaknesses and strengths of theprogram on its continuation, cessation and revision. Based on the results of this study, the integrated basic sciences course forundergraduate medical students in Shiraz Medical School isat a desirable level. However, attempts to improve or reformsome sections and continual evaluation of the program and itsaccreditation seem to be necessary.Keywords: Integration; Medical students; Basic science; Curriculum

A practical approach for successful small group teaching in medical schools with student centered curricula

MOHAMMAD MUZAFFAR MIR; MOHAMMED JEELANI; MOHAMMAD SAEED ALSHAHRANI

Volume 7, Issue 3 , July 2019, , Pages 149-153

https://doi.org/10.30476/jamp.2019.74911

Abstract

There has been a paradigm shift in the teaching strategies from didactic or teacher-centered to more vibrant student centered approaches. For the last five decades, small ... Read More

Developing comprehensive course evaluation guidelines in Tehran University of Medical Sciences

ROGHAYEH GANDOMKAR; AZIM MIRZAZADEH; MOHAMMAD JALILI; LEYLA SADIGHPOUR

Volume 3, Issue 3 , July 2015, , Pages 150-151

Abstract

Dear Editor Program directors need to evaluate educationalprograms to ensure their quality (1). The resultsof a survey conducted in Tehran University ofMedical Sciences (TUMS) in early ... Read More Dear Editor Program directors need to evaluate educationalprograms to ensure their quality (1). The resultsof a survey conducted in Tehran University ofMedical Sciences (TUMS) in early 2012 showedthat program evaluation was not an establishedprocess in the majority of schools. It was at besta stand-alone project focusing on a single courseor a particular component of it with no structuredfollow-up (2). Hence, we decided to promoteand organize course evaluation practices in ouruniversity by development of general guidelines.TUMS has eleven affiliated schools of varioussizes and scope of activities. It was importantto propose guidelines that were general enoughto provide acceptable degree of consistency andcoherence among evaluation activities in schools,and yet specific enough to enable schools to havetheir own evaluation plan tailored to their needs.In this regard, the project taskforce decided toconsider the related literature on the existingprogram evaluation standards and guidelinesas the starting point and formulate guidelinesaligned with TUMS condition.After generating the draft for the guidelinesby taskforce, it was distributed among decisionmakers in all schools and their comments wereobtained. Once the guideline was revised basedon the suggestions, it was approved by theuniversity Education Council in November 2012.In total, 22 guidelines categorized in 3 domainsincluding course evaluation “infrastructures”,“design and implementation”, and “reporting andutilization of the results” were developed (2).After sending the guidelines to schools, acomprehensive program evaluation workshop wasconducted for the schools’ delegates. Afterwards,each school designed its own course evaluationplan based on the university guidelines. Courseevaluation plans were appraised by taskforce and,if necessary, feedback was provided through aformal letter, face to face meeting or telephoneconversation.Development of guidelines was a valuableapproach to reach a common understanding of courseevaluation between stakeholders in our university.There is usually an inadequate understandingof what course evaluation is and the concept isfrequently reduced to teacher evaluation or studentassessment (3). In spite of creating consistency ofevaluation activities in our institution, the guidelineswere not prescriptive and the schools were allowedto design their own plans adapted to their context,which is vital for a large institution such as TUMSwith diverse cultural contexts.We believe our approach has made changes in individuals’ thinking as well as the culture ofschools involved in the process of developmentof course evaluation guidelines. The next step isbuilding the evaluation capacity in our universityby sustainable evaluation practices based on theevaluation guidelines.

There’s education, and then there’s education in medicine

KENNETH D. ROYAL; JASON C.B. RINALDO

Volume 4, Issue 3 , July 2016, , Pages 150-154

Abstract

Introduction: For some time now the field of medical educationhas been criticized by many of its stakeholders. Countless debateshave been presented in the literature regarding the quality ... Read More

The role of educational technology in medical education

ZAHRA SAFFARI; FARNAZ TAKMIL; RAHMATALAH ARABZADEH

Volume 2, Issue 4 , October 2014, , Pages 183-183

Abstract

Being one of the most effective tools for educationalsystem improvement, educational Technologyplays an important role in learning facilitation. Inorder to have a deeper, more effective ... Read More Being one of the most effective tools for educationalsystem improvement, educational Technologyplays an important role in learning facilitation. Inorder to have a deeper, more effective and long lastinglearning impact, this systematic approach designs,implements and evaluates the teaching- learningprocess, using specific purposes, new methods ofpsychology and communication sciences and alsohuman and non-human resources (1).A fruitful and effective educational system whichresults in actual learning improvement cannotbe achieved unless its faculty members becomecompetent. To achieve this goal, not only they mustattain and/or maintain academic qualifications,especially in their teaching area, but also be familiarwith the newest communication and teachingmethods and equipped with educational andprofessional skills.Considering the growing movement of educationtowards the new technologies and the Ministryof Health and Medical Education tendencyfor upgrading the educational technology andvirtual learning, the need for experts in educationtechnology was clear. Therefore, given its missionwhich focuses on scientific promotion and academictraining improvement, in an cooperation with shirazeducational development center along with Centerof Excellence for electronic learning`s staff andfaculty members, Shiraz Educational Technologyunit, established the Master of education technologycourses (2).Education’s technology and E-Learning, havearises a condition in which many educational goals,such as independent learning, self-directed learning,learning regardless of time or place, collaborativelearning and providing immediate feedbacks andassessment of learning, appears more achievable.Electronic medical education has become verypopular in developed countries and is rapidlydeveloping, since it has educational value andthe tremendous broadening audience througheducational programs.Considering the fact that currently, while the facultymembers have to learn most of the new means ofteaching, for most of their students, these new meansof education such as computers and other associatedapplications are not really consider technology sincethey are not only completely familiar with but alsovery capable of utilizing them. Therefore, whilefaculties are trying to learn these new methods oftransferring information, students’ expectationsare getting higher each day, Hence it seems thateducational technology mastery is an importantneglected competency in faculties which mandatesan especial training program for the universities’upgrading and improvement.

Vertical integration in the teaching of final year medical students

MARIA KOSHY; SELVIN SUNDAR RAJ MANI; SUDHA JASMINE RAJAN; RAMYA IYYADURAI; SOWMYA SATHYENDRA

Volume 6, Issue 4 , October 2018, , Pages 188-189

https://doi.org/10.30476/jamp.2018.41031

Abstract

Dear Editor, The traditional approach to medical educationhas been dichotomous, with a lack ofintegration between basic sciences and clinicalmedicine (1). Recent reforms have called ... Read More Dear Editor, The traditional approach to medical educationhas been dichotomous, with a lack ofintegration between basic sciences and clinicalmedicine (1). Recent reforms have called forindividualizing the learning process, integratingknowledge with practice, and cultivating a spiritof lifelong learning (2). Vertical integrationbreaks the traditional division between clinicaland pre-clinical sciences, resulting in betterunderstanding and application of concepts (3).We did an exercise to integrate basic sciencesand clinical medicine in the teaching of medicalstudents. After obtaining informed consentand ethical clearance, a group of final yearundergraduate students underwent verticallyintegrated, small group, problem-based trainingon tuberculosis. We studied the effect of theintegration on the students’ understanding of thesubject and acceptance of this method. Studentswere divided into intervention and control armsof 10 students each, based on the medical unitsin which they were posted. The control armunderwent standard clinical teaching (lecturesand practical sessions), as per the institutionaleducation policy. The intervention group wasgiven three case scenarios which highlightedthe various presentations of tuberculosis, withrelevant questions regarding the pathogenesis,clinical course, and management. These werediscussed in a multidisciplinary interactivesession, with input from the faculty taken fromthe departments of Pathology, Microbiology andInternal medicine. Triangulation of data frompre- and post-test scores, focus group discussionand feedback scores was done.When compared to the mean pre-test score,the mean post-test score in the interventiongroup significantly improved (6.7 vs. 12.44, meandifference: 5.74; 95% CI 2.71-8.95; p=0.003).There was a significant difference in the meanpost-test scores between the intervention andcontrol groups (12.44 vs 7.55, mean difference:4.89; 95% CI 3.89-5.84; p<0.001). On qualitativeassessment by focus group discussion, the studentsstressed on the usefulness of the session and feltthat vertical integration facilitated “integrationand application of knowledge”. They were able to“recognize how diverse processes are inter-related”.The problem-based approach motivated them to doself-directed learning and facilitated formulationof research ideas. In their own words, “The onusof the learning was in our hands, so we learntbetter”, “I had never heard of Quantiferon gold,but because of the session, I read that in detail”,and “I searched Pub Med to look for articles fromIndia which might be more relevant”. The sessionstimulated “team building” with their peers. Thesmall group teaching was well accepted and foundto be more useful than lectures. Overall, there was afavorable perception regarding vertical integration.On discussion with the faculty, aspects of greatercommitment in terms of time and resources,and cooperation among faculty members werehighlighted. The faculty was motivated to readin greater detail to clarify the students’ queries.Feedback scores from the students were positive,confirming the themes which emerged from thefocus group discussion. Tuberculosis is a majorpublic health problem in India and it is importantfor students to have a deep understanding of thetopic (4). Case-based teaching on a disease of highprevalence has been shown to improve applicationof knowledge (5). Our study has highlighted thatsuch sessions help the students to form cross-linksand connections, resulting in a smoother transitioninto clinical practice.

Assessment of the interns’ ability based on Dundee model in Shiraz University of Medical Sciences

MITRA AMINI; SAMANEH ABIRI; PARISA NABEIEI; SHIRIN GHANAVATI; ALI ASGHAR HAYAT; JAVAD KOJURI

Volume 3, Issue 4 , October 2015, , Pages 189-195

Abstract

Introduction: The importance of medical profession and therole of the physician in society is no secret to anyone. Skills andcompetencies in clinical practice are necessary for the ... Read More Introduction: The importance of medical profession and therole of the physician in society is no secret to anyone. Skills andcompetencies in clinical practice are necessary for the medicalprofession. In fact, in patient care, doctors require practical skillsin addition to scientific knowledge. This study examines thepotentials of medical school students in three areas of doing theright thing, doing the right thing in an intermediate range, anddoing the right thing by the right person.Methods: This study was done in a descriptive-analytical andsectional model. The population of this study was all internsof Shiraz University of Medical Sciences who were passinginternship at Internal Medicine, Surgery, Pediatrics, Obstetrics andEmergency wards. About 100 persons were selected were selectedby simple randomization. In order to collect data, a questionnairewith 12 questions was designed in two parts. The questionnairewas approved by 7 Faculty members of Clinical Medicine andMedical Education, and its reliability was approved by test-retestmethod on 20 medical students in the form of a pilot study andthrough Cronbach’s alpha (82%). Collected data were analyzed bySPSS software version 14 using descriptive statistical methods.Results: Results showed that within the inner circle, internsevaluated their skills in surgery, internal medicine, andgynecology wards, intermediate and at other wards as weak. Alsowithin the center circle, interns evaluated adequate educationalevidence-based training in the field of medicine, and sufficiencyof educational training in the field of clinical decision making andclinical care as suitable.Conclusion: According to the results, it seems that medicalinterns’ skills in performing most medical skills are moderate.So teaching students by new educational methods and workshoptechniques, using experienced teachers will be effective. Theuse of clinical skills training centers and objective assessmentmethods for the students’ skills, especially before entering theclinical departments, is very important.Keywords: Student; Assessment; Clinical skills

Hemoaction game: an educational step to improve hemophilia children and nurses self-efficacy

NOOASHIN BEHESHTIPOOR; SHIRIN GHANAVATI; MITRA EDRAKI; MEHRAN KARIMI; SEZANEH HAGHPANAH

Volume 4, Issue 4 , October 2016, , Pages 206-206

Abstract

As hemophilia is a chronic bleeding diseaseand can interfere with daily performanceof children, these children require continuoustraining to prevent bleeding and take timely action(1). ... Read More

Addressing the physicians’ shortage in developing countries by accelerating and reforming the medical education: Is it possible?

MUSTAFA AL-SHAMSI

Volume 5, Issue 4 , October 2017, , Pages 209-212

Abstract

Introduction: Doctors’ shortage has remained a concernworldwide. The developed countries started aids to recruitinternational medical graduates (IMG) to cope with the defectsthat ... Read More

Intangibility of the invisible hand – Analysing the micro-dynamics of novice mentoring program based upon one institutional experience

DINESH KUMAR. V; ANEESH BASHEER

Volume 7, Issue 4 , October 2019, , Pages 220-223

https://doi.org/10.30476/jamp.2019.81615.1025

Abstract

Although mentoring has been regarded as an essential component in the developmental phase of medical students, it is the nature of hierarchical relationship and the quality ... Read More

Psychometric Properties of Clinical Learning Environment Comparison Survey Questionnaire in Nursing Students

SHIRIN RIAHI; MINA ABOLFAZLIE; MOHSEN ARABI

Volume 10, Issue 4 , October 2022, , Pages 267-273

https://doi.org/10.30476/jamp.2022.95206.1630

Abstract

Introduction: Continuous evaluations of clinical education and learning in nursing require the use of valid and reliableinstruments. The present study aimed to evaluate the validity ... Read More

My interest in the department of medical education

HOSSEIN RONAGHI

Volume 1, Issue 1 , January 2013

Abstract

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 ... Read More 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

Volume 12 (2024)

Volume 11 (2023)

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

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