Journal of Medical Education Development
Year:2021 | Volume:13 | Issue:40|Papers Count:8

Background & Objective: Medical ethics is one of the most important principles in medical curriculum. This study aims to identify and prioritize of the Medical Curriculum Challenges using Medical Ethics Approach. Materials and Methods: The study is mixed type, applied in terms of goal and descriptive-analytical. The qualitative data were collected as purposeful and by semi-structured interviews with 14 experts of Medical Ethics and analyzed by inductive qualitative content analysis. The questionnaire was extracted from interviews result and its validity was calculated using Lawshe and Waltz-Bausell method with R software, the consensus among the experts was measured by Kappa coefficient and reliability was estimated by Alpha-Cronbach with SPSS-21. The statistical community of the quantitative part consisted of 457 clinical physicians and residents and according to Cochran formula, 209 individuals were selected by random stratified sampling method. The confirmatory factor analysis test and the Importance-Performance Map Analysis (IPMA) were performed by Smart Pls-3 software. Results: In the qualitative section, 13 themes and 48 categories were extracted and converted into the items. The indices CVR=0. 9, CVI=0. 93, Kappa index >0. 7 and reliability (r=0. 89) were estimated and confirmed. In the factor analysis, all research themes were confirmed and IMPA indicated that the most important challenges of Medical Ethics are the factors known as "Review of Content and Resources", "Inappropriate Implementation", "Poor Facilities and Opportunities" and "Hidden Curriculum Management". Conclusion: Identifying and prioritizing the challenges can be applied as a guide to improve the policy making and effectiveness of the curriculum.

Background & Objective: One of the important purpose of clinical education is to improve studentschr('39') clinical skills. About 50% of midwifery education focuses on clinical education. One of the methods for assessing the performance of the student’ s qualified medical sciences is the Objective Structured Clinical Examination (OSCE). This study was designed to qualitatively explain the views of midwifery students of Islamic Azad University of Kerman on OSCE exam in comprehensive examination of midwifery undergraduate course in maternity unit. In order to answer the question, "What are the experiences and views of midwifery students regarding the final examination course the method Objective Structured Clinical Evaluation (OSCE) "? Materials and Methods: In this qualitative study, a purposive sampling method was used among the undergraduate students of midwifery of Kerman Islamic Azad University which had made final as OSCE. The research was conducted to reach the sample size of 13 people, when data saturation occurred. Data were collected through semi-structured interviews for 30-40 minutes. The data were analyzed according to the descriptive-Colaizzi phenomenological approach. Results: In the present study, the live experiences of students obtained through interviews with them showed that their expectations regarding clinical evaluation with an objective structure mainly included such cases: the necessity of clinical evaluation in OSCE; the need to use OSCE as a standard tool in clinical evaluation; the necessity of fair clinical evaluation with OSCE; the anxiety of this test. Conclusion: In the clinical evaluation of the practicality of the test should be considered discovery of students chr('39')practical skills, studentschr('39') peace of mind and the administration of justice in evaluation at different stages of the test, and all these features are reflected in the OSCE. So this test can be used as an objective tool in clinical evaluation and its application to officials and relevant teachers suggested.

Background & Objective: In the university system, the purpose of education is to make appropriate changes in the graduates. Almost in all societies, educational goals are similar to each other, but planning relate to the traditions and cultures of each society. The aim of this study was to compare and matching the nursing curriculum in three countries: Iran, Jordan and Turkey. Materials and Methods: This review-comparative study was conducted in 2019. Iran Health Ministry website and the site of several nursing schools in three countries and some related studies were used to reach the full details of the curriculum. Obtained information were analyzed by using Brady’ s four-stage model including description, interpretation, proximity and comparison levels. Comparison was made in the areas of the time of the beginning, the mission, and the purpose of educating, admission criteria, and number of units, courseschr('39') orientations and structure. Results: The nursing education program in all three countries has many similarities. Differences were observed in the content of curriculum in the undergraduate course. At the masterchr('39')s level, there were differences in the admission criteria, and at the doctoral level, there were in the branches of this course. Conclusion: According to the results of the present study, it is suggested to improve the quality of nursing education as much as possible, and to eliminate its shortages and defects, as well as considering the complex and changing needs of society, issues such as student selection, the undergraduate content of curriculum and postgraduate orientations should be reviewed and seriously amended.

Background & Objective: By considering the importance and position of virtual education at higher education institutes, the present study was conducted with the aim of designing and codification of detailed roadmap, as well as the successful establishment of virtual education at Zanjan University of Medical Sciences. Materials and Methods: The present study was performed by directed content analysis method. Sources including books, articles, dissertations, and results of interview with 10 experts in this field were used to determine the effective components of successful virtual education. Data were collected by in-depth semi-structured interview and observation. The context of interviews was implemented word by word and analysis were performed at the same time. The detailed roadmap of virtual education was designed according to the strategic plan of virtual education center at Zanjan University of Medical Sciences. Results: Four components including skills and knowledge of virtual learning, structure and process for virtual learning development, motivation and attitude, and finally standards were determined as the key components for establishment of virtual learning center at the university. Conclusion: Findings could be used as a basis for other universities and institutes regarding the development of virtual learning and is useful for setting and establishing the virtual education centers.

Background & Objective: Todays the Objective Structured Clinical Exams (OSCE) are used as new and valid tools for assess clinical skills of medical students and residents. Considering the importance and essentiality of these exams, this study was designed and conducted to assess effect using feedback for correcting the weaknesses and promoting the positive points of designing and performing this type of clinical exams. Materials and Methods: This Quasi-experimental study was performed by using a valid and reliable researcher made questionnaire consist of principles of the OSCEs. At the first phase, the10 residency’ s OSCEs were observed and completed questionnaires by researchers and randomly divided two groups: control and witness. At the second phase the feedback of exams presented to faculty OSCE designers in control group. At the third phase the next OSCEs that designed by two groups were observed and evaluated. Data gathered entered in SPSS-15 and results compared by t-test and Paired t-test. Results: After assimilation scores of two groups before intervention, there was significant statistical difference between before and after intervention in intervention group (pediatrics, gynecology, anesthesiology, internal medicine and pathology) (P<0. 003) but there wasn’ t significant difference in witness group. Conclusion: Using feedback confirm this technic by the experts in medical education can correct and promote quality of designing and performing of OSCEs.

Background & Objective: Recently medical education has been significantly evolution. One of these evolution has been a progressive reduction in time that medical students to spend in hospitals as well as changes in the profiles of hospitalized patients. The aim of this study was to develop the model of outpatient clinical education environment measure in interns of Islamic Azad University, Tehran medical branch. Materials and Methods: This study was a cross sectional design. Participants of the study were 250, of interns of two university hospitals of Islamic Azad University, Tehran Medical Branch in 2017. Construct validity of ACLEEM instrument was assessed for to development of the model. Exploratory Factor Analyses (EFA) and Confirmatory Factor Analyses (CFA) was measured. Convergent and discriminant validities were determined. The Pearson correlation coefficient, Inter-Class Coefficient (ICC) were used to evaluate the stability of each research construct. The reliability of instrument was measured by Cronbach’ s alpha coefficient. Results: In EFA of the ACLEEM, the Kaiser– Meyer– Olkin (KMO) index was 0. 83 and Bartlett’ s test was significant (P <0. 001). The eight extracted factors of instrument had explained 60. 73 percent of the variance after varimax rotation. Confirmatory factor analyses revealed the model of study. The instrument has a good fit and convergence and discriminant narrative. The internal consistency of instrument was > 0. 8 and ICC was between 0. 61-0. 85 and the reliability of instrument was 0. 81. Conclusion: Overall, ACLEEM showed excellent measurement model and construct validity in an Iranian outpatient setting.

Background & Objective: Investigating residents' opinions is one of the ways to evaluate professionalism in the clinical setting in a variety of ways. Since Teachers are good role models for learners and on the other hand, students have a close relationship with the teachers because of their direct presence in the teaching position, therefore, their viewpoints about the characteristics of a teacher can dramatically influence the learning process. The purpose of this study was to investigate the residents' viewpoints on professionalism of clinical Teachers. Materials and Methods: This study was a descriptive study. The statistical population was residents of Educational Departments of Imam Khomeini Sari Hospital in 1398 who were selected by census sampling method (n = 150). The research tool was a researcher-made questionnaire containing 30 questions. The validity of the questionnaire was evaluated using the opinions of 20 experts and calculation of CVR and Impact Score coefficients. The reliability of the tool was calculated as 0. 87 using Cronbach's alpha. The data were analyzed by means and variance analysis. Results: The results showed that the overall score of clinical Teachers professionalism score was 4. 04. The component of responsibility with the average of 4. 10 had the highest score and job excellence with an average of 3. 88 had the lowest score. There was no significant difference between different educational groups. Conclusion: The results showed that the professional status of clinical Teachers is in a relatively good condition. For ethics excellence, short-term ethics courses and Active teaching methods are proposed.

Background & Objective: One of the factors for achieving quality improvement of educational programs defined establishing student assessment system at universities. The aim of the study was to develop a framework for a student assessment system. Materials and Methods: The present study is an educational scholarship study that conducted in three phases. In the first phase, the reviewing the literature was conducted in databases includes Scopus, Medline-PubMed, Science Direct, Web of Science, Magiran and SID. The components of the student assessment system were extracted. In the second phase, the results of literature presented in the expert panel (n =18) and the initial version of student assessment system framework was developed. In the third phase, content validity was assessed in viewpoints of experts (n=15) by content validity indexes. Results: The results showed the student assessment system framework developed in four domains, “ goals” (one item), “ structure and organization” (two items), “ design and implementation of assessment system” (twelve items) and “ quality assurance” (four items) was developed. Conclusion: Development and implement of a student assessment system could lead to improve the quality of education through establishing of a systemic structure and organizing various tools in student assessment process.