Journal of Medical Education and Development
Year:2018 | Volume:13 | Issue:3 |Papers Count:11

Introduction: Professionalism is one of the core competencies that have become more important in the last few decades. In this paper, we describe the concepts of professionalism, its importance and teaching methods. Finally, we share the Tehran University of Medical Science (TUMS) teaching experience in this domainMethods: We searched the electronic databases such as Medline/PubMed, Embase and SID with appropriate keywords for papers and documents regarding professionalism definitions, its teaching and learning methods, guidelines for professional behavior and competency frameworks. 65 documents met eligibility criteria and were included in the reviewResult: Todays, most medical schools have integrated teaching medical professionalism as a core competency in undergraduate and postgraduate medical curricula. Professionalism should be taught explicitly in formal curriculum as well as implicitly. Reflection and role-modelling are held as the most effective strategies for teaching professionalism. Faculty development is necessary for successful implementation of professionalism courses. Faculty development is essential for running an effective educational program in professionalism. Developing professionalism improvement document, teaching professionalism as a longitudinal theme, teaching professionalism to residents, faculty development, and producing educational materials on professionalism are among activities that TUMS has implemented to develop and cultivate professionalismConclusion: Medical professionalism is a complex and multidimensional competency. Therefore, compared to other core medical competencies, it is harder to define, train, and evaluate. Some activities have been implemented in TUMS, but more effort is still needed to reach the ideal level.

Introduction: This study aimstoscore the factors affecting the use of e-learning in Shahid Sadoughi University of Medical Sciences according to the interpretive structural model. Methods: Interpretative structural model was used to categorize and score factors affecting e learning. The participants were faculty members of Shahid Sadoughi. University of Medical sciences. 11 faculty members were selected randomly and filled a questionnaire. The data collection tool was a self-interactive questionnaire (ISM) and content validity was confirmed by medical education specialists. Result: overall 15 factors are considered as factors affecting the use of e-learning in Shahid Sadoughi. University of Medical Sciences. Also, factor analysis showed that this model has 9 levels that are determined from the deepest and most influential level to the most surface and effective level of effective implementation of electronic learning in the model. Conclusion: Regarding the identification of 15 factors and determining the level of importance and their impact on the use of e-learning in the medical sciences university, policymakers and managers of medical universities should be encouraged to facilitate these factors.

Introduction: Educational rounds play an important role in clinical education. This study aims to assess students’ viewpoints on night time educational rounds in internal medicine and emergencywards. Methods: The present study was interventional one-group posttest-only design. The participants consisted of residents and interns at internal medicine and emergency wards at Shahid Sadoughi University of Medical Sciences. The participants in each group included a faculty member, residents (n=4) and interns (n=2). Each educational round took 1. 5 hours. The status of educational rounds was assessed through a validated questionnaire. The participants filled out the questionnaire when contributed in the round at night after 3 times. Data was analyzed using SPSS V. 19. Result: The result of the present study revealed that 73% participants were satisfied. "Necessity of night time round ", " opportunity for asking questioning and contributing to the discussion" and “ improvement of knowledge and learning"were identified by the participants as the reason for their satisfactionConclusion: It is recommended that the night time educational round will be incorporated in medical education at hospitals.

Introduction: Understanding academics’ points of view about teaching and learning process is of great importance. The present study aimed to prioritize the components of educational philosophies, curriculum ideology and teaching methods in medical science academics, and investigate the effect of demographic characteristics on each of the components. Methods: The research method was descriptive-survey based on available sampling method from academics of a medical university in Tehran. Data collection tool was a questionnaire of educational philosophy, curriculum ideology and teaching methods. Only full-time faculty members entered the study, and lecturers and faculty assistants were excluded from the study. SPSS v16. 0 software was used to analyze the data. Result: The findings showed that among the medical science academics, perennialism educational philosophy was a priority and the ideology of scientific scholars was prioritized to other ideologies. The teacher-centered teaching method has been more than student-centered teaching methods in favor of teachers finally, the results showed that the variables of teaching history, academic rank and gender had no effect on changing priorities. Conclusion: Considering the importance of the role of students in the quality of achieving educational goals, it is suggested that the educational system administrators provide the necessary arrangements be made to educate and encourage teachers to use the participatory teaching method as one of the most effective methods of learning.

Introduction: Reflective thinking and analyzing the educational findings is an essential step in the learning process. The present study was conducted to determine the level of reflective thinking among graduate dental students at Shahid Sadoughi University of Medical scienceMethods: In this descriptive-cross sectional study, a total of 204 graduate dental students (7-12 courses) at Shahid Sadoughi University of Medical science in 2017-2018 have participated. The Kember et al. reflection questionnaire (RQ) with validity of 0. 82 and reliability (alpha Cronbach) of 0. 78, was used in the present study. Data were analyzed by SPSS ver. 17 and T– test, ANOVA and Pearson correlation coefficient statistical tests. The significance level was set as P≤ 0. 05. Result: In the present study, 204 graduate dental student, 117(57. 4%) women and 87(42. 6%) men, with the mean age of 24. 2± 2. 4 and age range of 21-42 years were participated. The mean score of habitual action, understanding, reflective, and critical reflection were 10. 1± 2. 9, 14. 9± 4. 2, 16. 0± 2. 9, and 13. 9± 2. 06 respectively. There were significant differences in the mean score of reflection and critical reflection between the three educational courses (P<0. 05). Also, there were significant difference between the two age groups in the field of habitual action, and critical reflection (P<0. 05). Based on the results of the present study, with increasing the age and educational course, the level of habitual action decreased in dental students. Therefore, it is recommended that in dental schools, education of reflection throughout the lower courses should be emphasized. Keywords: Critical reflection, Dental student, Reflective, Understanding

Introduction: Although Mentoring programs are one of the essential reasons of professional development for medical students, most academics experience lack of them. Following Tehran university of Medical Sciences (TUMS) mentoring program for residents, this study was conducted to review clinical mentoring programs, their goals, effects and practical points about their design, implementation and evaluation. Methods: A PubMed literature search was conducted for years 2000-2015 using the following keywords or their Combinations: mentoring, mentoring program, medical student, mentor, mentee, proté gé , mentorship, coaching, and clinical education. Although a total of 664 publications were identified, only 15 papers met the selection criteria for structured programs. Result: The study evaluated 15 articles which focused on programs with the goals of clinical and professional skills’ training, familiarity with job prospects, improvement of physical and mental health, and students’ interest in specialized disciplines for future, research activities and role modeling. In those programs, mentor selection criteria was age and gender, interest, volunteering, and good academic background. Mentor-mentee matching was done through the profiles containing the educational CV, the priorities of life and work, and out-of-work interests which was done by the system in most of the cases. In some cases, the mentees selected their mentor themselves. Mentors training was done through booklets or by holding workshops with content consist of “ mentoring” , “ leadership” and “ team-work” concepts. Monitoring of the programs was done by faculty members through the mentees and in other cases, through the mentors, by telephone or by the questionnaire. In these programs, in addition to financial encouragement, educational incentives have been used to support mentors. In evaluation of programs, quantitative and qualitative methods (interviews and focus groups) were used. The papers emphasized on the success reason of their clinical mentoring programs in empowering mentors, effective motivational methods for mentors, regular mentor-mentee relationships, monitoring the performance of mentors, and financial and professional support of mentors preserve a mentor for a long period and create; 1) a culture of mentoring, 2) a network of people for sharing experiences and 3) use the support of experienced academics. Conclusion: Mentoring programs are considered to be the causes of the professional growth of medical students, which is recommended to be implemented at the medical faculties. These programs should be targeted and always evaluated. Also, in designing these programs in addition to the progression of the mentee, there should also be rewards for mentors. By scrutinizing the various programs and reporting them, effective steps can be taken in designing future programs.

Reflection is an essential component in the learning process in clinical education. The purpose of reflection in the learning process is to create meaningful and profound learning and improve the performance. This was a quasi-experimental single-group study with a nursing undergraduate student survey in the dialysis department of hospitals affiliated to Tehran University of Medical Sciences, Tehran, Iran, 2017-2018. In the process of clinical education, learners can redefine their personal experiences by reflection their own clinical knowledge and skills, and shape their ability to confront similar clinical situations in the future. The satisfaction of this approach was good at 88. 26 ± 12. 24 and the importance of this approach in student clinical education.

Introduction: With the growing information technology, all aspects of life, including education and learning, have undergone a change. The use of modern educational tools and technologies plays a role in motivating students. Therefore, the purpose of this study was to investigate the most effective educational technologies from the viewpoints of medical students of the basic sciences of Mashhad University of Medical Sciences in 2017Methods: This study was a descriptive survey study. The statistical population consisted of the 70 students of the basic sciences in the field of general medicine of Mashhad University of Medical Sciences. The sampling method was a census and the research instrument was a researcher-made and standard questionnaire. Content-related validity obtained by expert specialist and reliability was obtained using Cronbach's Alpha coefficient 0. 8. Finally, the data were analyzed using SPSS software and descriptive statistics (frequency, frequency percent and chart). Result: From view of medical students, the most effective educational assistance was software installed on mobile phones (42. 1%) and the least effect was for flash cards (1%). The most software used by the students was Netter Anatomy Atlas Software and 3D-essential anatomy software. Educational figures and posters (14. 9%), films (14. 5%), models (11. 1%), clinical scenarios (10. 6%) and books (5. 7%) were in the next category. Conclusion: Considering, that most software is used by learners, these software programs are student-oriented and have student participation and interest.