Journal of Advances in Medical Education & Professionalism

Teaching communication skills and medical ethics to undergraduate medical student

SADIA AHSIN; AFSHAN SHAHID; GHULAM MURTAZA GONDAL

Volume 1, Issue 3 , July 2013, Pages 72-76

Abstract

Introduction: The purpose of this study was to improve communication skills and knowledge of bioethics of last year medical students doing clerkship and to evaluate the effectiveness ... Read More

Educational needs assessment of managers working in teaching and private hospitals

VAHID KESHTKAR; NAHID HATAM; EHSANOLAH NIIKAEIN

Volume 1, Issue 3 , July 2013, Pages 77-80

Abstract

Introduction: Hospital managers, as one of the most important health care workers, are the subject of continuous education. In some countries around the world, health management education ... Read More Introduction: Hospital managers, as one of the most important health care workers, are the subject of continuous education. In some countries around the world, health management education is an important part of health reforms. The aim of present research is to perform evidence-based studies based on assessing hospital managers’ needs. Therefore, it should be considered that educational need assessment regarding hospital managers is essential in today’s health care management. Methods: A total of 26 hospital managers were surveyed using a data gathering form (questionnaire) including 59 open questions designed in order to obtain data in 3 different areas. These included managers’ insight towards job duties and the capabilities required to fulfill their duty along with educational needs determined by managers. The next step involved presenting standard description of job duties to hospitals managers and asking them to document their educational needs regarding capabilities required to fulfill their duties. The standard description of job duties originated from ISO 9001 certified hospitals. For each manager, a score ranging from 0 to 19 was attained. For each correct matched statement, a positive point was considered and in the case of unmatched statements, managers received no points. Results: Out of 26 participating managers, only 20 did state the educational needs of hospitals managers. In describing job duties of hospital managers, the mean scores regarding hospital managers of public sector was 10.27 while it was 8 with private hospital managers. Conclusion: The findings of our study indicate that hospital managers as the leaders of the most sophisticated health care facilities delivering expensive complicated services need proper training regarding job competency. Therefore, it seems that continuous need assessment in this area should be carried out.Keywords: Health care, Hospital, Manager, Need assessment

The effect of logbook as a study guide in dentistry training

KIANOOSH TORABI; LEILA BAZRAFKAN; SAJAD SEPEHRI; MEHDI HASHEMI

Volume 1, Issue 3 , July 2013, Pages 81-84

Abstract

Introduction: Although logbook is a useful tool in learning and assessment of the student, its use in the education of undergraduate dentistry students is not well-established. The ... Read More

Validity and Reliability of pre-internship Objective Structured Clinical Examination in Shiraz Medical School

NARGES VASEGHI; MAHVASH ALIZADEH NAINI; REZA LABAF GHASEMI; SOHEILA AMIRI

Volume 1, Issue 3 , July 2013, Pages 85-88

Abstract

Introduction: Objective Structured Clinical Examination (OSCE) is one of the most appropriate methods for assessment of clinical skills.Validity and reliability assurance is a mandatory ... Read More

The effects of homogeneous small groups on the efficacy of problem-based learning

JAVAD KOJURI; BABAK SHEKARCHI; MOHSEN MOTSHAKER ARANI; POUYA FARHADI; MITRA AMINI; MOHAMMAD REZA DEHGHANI

Volume 1, Issue 3 , July 2013, Pages 89-93

Abstract

Introduction: Problem-based learning (PBL) as a learning style has gained a special position amongst different levels of education systems, and many different approaches, such as tutor ... Read More

The effects of teaching stress management skills on the quality of life in ICU nurses

FARIBA GHODSBIN; KHATEREH ROSTAMI; FARKHONDEH SHARIF; IRAN JAHANBIN; SAREH KESHAVARZI

Volume 1, Issue 3 , July 2013, Pages 94-99

Abstract

Introduction: Job stress is one of the main factors in decreasing productivity in organizations and the leading cause of psychosomatic disorders in personnel. Since job stress of nurses ... Read More Introduction: Job stress is one of the main factors in decreasing productivity in organizations and the leading cause of psychosomatic disorders in personnel. Since job stress of nurses working in Intensive Care Units (ICUs) is considered as an important segment in health and medical systems, it significantly affects the quality of care and the nurse’s quality of life. To this end, the purpose of this research is to examine the effects of teaching stress management skills on the quality of life of the nurses working at ICU of the hospitals affiliated to Shiraz University of Medical Sciences. Methods: The subjects of the study consisted of 60 ICU nurses with the average stress score in Osipow job stress exam working at the hospitals affiliated to Shiraz University of Medical Sciences. The subjects were randomly assigned to two groups (30 in the case and 30 in the control group). The intervention was performed as a teaching stress management workshop for eight hours throughout two-days (four hours per day), and the nurses were followed up for two months. The data were collected through a two part questionnaire including demographic characteristics and WHO Quality of life BREF and were analyzed in SPSS software using paired t test, and t-test. Results: The findings showed that the nurses of both the case and control groups were homogeneous considering the demographic data such as age, sex, marital status, number of children, shift position, job satisfaction, number of working hours per week, work experience and the amount of income. Moreover, there was no significant difference between the mean score of the life quality before the intervention in both groups. But after the intervention, a significant increase was revealed in the mean score of the life quality of the case group as compared to that of the control group (P<0.0001). Conclusion: The findings revealed the efficacy of the stress management workshop in improving the life quality of ICU nurses. During one and two months after the intervention, the mean score of the quality of life had a significance increase compared to the stage before the intervention.Keywords: ICU, Nurse, Stress management, Quality of life

Continuous evaluation of midwives as to professional standards

ZAHRA YAZDANPANAHI; AZAR NEMATOLLAHI; MAHBOUBE HAJI FOGHAHA; SEZANEH HAGHPANAH

Volume 1, Issue 3 , July 2013, Pages 100-103

Abstract

Introduction: Implementation of professional standards as well as evaluation and assessments of providers has an important role in health promotion of each society. The purpose of this ... Read More

Letter to Editor

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.

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Volume & Issue: Volume 1, Issue 3, July 2013 (1)

Teaching communication skills and medical ethics to undergraduate medical student

Abstract

Educational needs assessment of managers working in teaching and private hospitals

Abstract

The effect of logbook as a study guide in dentistry training

Abstract

Validity and Reliability of pre-internship Objective Structured Clinical Examination in Shiraz Medical School

Abstract

The effects of homogeneous small groups on the efficacy of problem-based learning

Abstract

The effects of teaching stress management skills on the quality of life in ICU nurses

Abstract

Continuous evaluation of midwives as to professional standards

Abstract

Professionalism for future humanistic doctors

Abstract