Journal of Advances in Medical Education & Professionalism

Editorial

Journal of Advances in Medical Education & Professionalism

Editorial Board

Volume 1, Issue 1 , January 2013

Abstract

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 ... Read More 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.

Department of medical education; A personal history

BAHMAN JOORABCHI

Volume 1, Issue 1 , January 2013, Pages 2-6

Abstract

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 ... Read More

Internal self-assessment study for medical education program and accreditation process

THAMER KADUM YOUSIF AL HILFI

Volume 1, Issue 1 , January 2013, Pages 7-20

Abstract

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 ... Read More

Implementation and evolution of the horizontal integration at shiraz medical school

MITRA AMINI; JAVAD KOJURI; ALI MAHBUDI; FARHAD LOTFI; ATEFEH SEGHATOLESLAM; ZAHRA KARIMIAN; MESBAH SHAMS

Volume 1, Issue 1 , January 2013, Pages 21-27

Abstract

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 ... Read More

Basic sciences curriculum in medical education

RITA REZAEE; VAHID KESHTKAR

Volume 1, Issue 1 , January 2013, Pages 28-32

Abstract

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 ... Read More

A survey to study and compare factors affecting human resources efficiency

MOHSEN KHADEMI; SEDIGHEH MOKHTARPOUR; AKBAR MOMENI RAD; FATIMAH AVATEFI FARD

Volume 1, Issue 1 , January 2013, Pages 33-35

Abstract

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 ... Read More

Comparison of two educational environments in early clinical exposure program based on Dundee Ready Educational Environment Measure

SEDIGHEH EBRAHIMI; JAVAD KOJURI

Volume 1, Issue 1 , January 2013, Pages 36-37

Abstract

Introduction: The undergraduate curriculum of Shiraz medical schoolunderwent a major reform during the recent years. It comprised of integrated education, supplemented with an early ... Read More

Survey of professional ethics observance degree among managers and staff of teaching hospitals of Shiraz University of Medical Sciences

FARZAD MAHMOUDIAN; SEYED ZIAEDDIN TABEI; PARISA NABEIEI; NEDA MOADAB; MEHRNAZ MARDANI; ZAHRA HOUSHMAND SARVESTANI; ZAHRA GHASEMI

Volume 1, Issue 1 , January 2013, Pages 38-41

Abstract

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 ... Read More

Letter to Editor

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

Journal of Advances in Medical Education & Professionalism

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Volume & Issue: Volume 1, Issue 1, January 2013 (8)

Journal of Advances in Medical Education & Professionalism

Abstract

Department of medical education; A personal history

Abstract

Internal self-assessment study for medical education program and accreditation process

Abstract

Implementation and evolution of the horizontal integration at shiraz medical school

Abstract

Basic sciences curriculum in medical education

Abstract

A survey to study and compare factors affecting human resources efficiency

Abstract

Comparison of two educational environments in early clinical exposure program based on Dundee Ready Educational Environment Measure

Abstract

Survey of professional ethics observance degree among managers and staff of teaching hospitals of Shiraz University of Medical Sciences

Abstract

My interest in the department of medical education

Abstract