Future of Medical Education Journal最新文献_第9页

Evaluating the Anesthesiology Residents’ Performance, Using a Modified 360-degree Assessment Questionnaire in Shiraz University of Medical Sciences 应用改良的360度评估问卷评价设拉子医科大学麻醉科住院医师的工作表现

Future of Medical Education Journal Pub Date : 2019-06-01 DOI: 10.22038/FMEJ.2019.33926.1220

M. Masjedi, Razieh Neshatavar, Ali Mahboudi, L. Moeini

{"title":"Evaluating the Anesthesiology Residents’ Performance, Using a Modified 360-degree Assessment Questionnaire in Shiraz University of Medical Sciences","authors":"M. Masjedi, Razieh Neshatavar, Ali Mahboudi, L. Moeini","doi":"10.22038/FMEJ.2019.33926.1220","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.33926.1220","url":null,"abstract":"Background: In the recent decades, worldwide attentions were increased in many countries for example North America and Europe to evaluate physician’s performance and become a necessity. The purpose of this study was to translate and determine the validity and reliability of the Persian version of the 360-degree assessment for anesthesiology residents. It consists of different domains to measure the general capabilities including communication and interpersonal skills, professionalism and residents’ clinical care skills. Methods: In this study, we used the questionnaire developed by Calgary University in Canada for the psychometric features. All second and third year residents who were actively engaged in anesthetic induction and were in close contact with their professors were chosen. The raters included five groups of faculty members, operation room staff (senior anesthetic technicians and recovery room nurses), residents’ colleagues, patients and residents themselves (self-assessment). Results: Cronbach's alpha coefficient for each questionnaire was over 0.80. Regarding the construct validity, the correlation between the items constituting each domain and the domain itself was over 0.40. We found a statistically significant difference between the colleagues and patients’ viewpoints. Considering clinical care, we also found a statistically significant difference between the faculty members and patients’ viewpoints. No statistically significant difference was found between the raters’ viewpoints. Conclusion: The present study showed that the Persian version of 360-degree scale is a practical and effective assessment tool with proper reliability and validity to measure the residents’ competence. It is suggested to be applied in other specialties to get more definite results.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"28-32"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47612490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparison of Lecture-based and CD-based Ultrasound and FAST Training for Medical Interns in Emergency Wards 急诊病房实习医师超声与FAST教学与cd教学的比较

Future of Medical Education Journal Pub Date : 2019-06-01 DOI: 10.22038/FMEJ.2019.37957.1254

P. Hafezimoghadam, H. Ebrahimi, S. Jafarnejad, D. Farsi

{"title":"Comparison of Lecture-based and CD-based Ultrasound and FAST Training for Medical Interns in Emergency Wards","authors":"P. Hafezimoghadam, H. Ebrahimi, S. Jafarnejad, D. Farsi","doi":"10.22038/FMEJ.2019.37957.1254","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.37957.1254","url":null,"abstract":"Background: Various training methods such as lecture-based and media-aided methods are employed to train focused assessment with sonography for trauma (FAST) technique during internship period. The current study aimed at comparing the efficacy of lecture-based and CD-based approaches among medical interns in emergency wards. Methods: The current comparative study was conducted on 128 interns randomly assigned into two training groups. The first group (n = 64) was trained through a one-hour training program based on CD in a single session, and the other group (n = 64) was trained through a one-hour face-to-face slide-based session. Before and immediately after the training sessions, the participants were asked to answer the questions about the FAST technique. Also, the questionnaires were emailed to the participants one month later. Results: The mean assessment score was significantly higher in the group trained through the lecture-based method compared with the ones trained with the CD-based method immediately (P <0.001) and one month (P = 0.003) after training. With regard to practical training, the subjects trained through the lecture-based method achieved higher assessment scores than the ones trained through the CD-based method (P = 0.042). A significant increase in the mean assessment score was noted immediately after training (P = 0.023), while a significant reduction in the mean score was found one month after training (P = 0.015) in both groups. Conclusion: The use of the lecture-based approach for FAST training was more effective than the CD-based approach among emergency ward interns.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"24-27"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47942195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment of Construct Validity Faculty Members’ Evaluation Questionnaire by Students in Health School of Mashhad University of Medical Sciences 马什哈德医科大学卫生学院学生对教师评价问卷结构效度的评估

Future of Medical Education Journal Pub Date : 2019-06-01 DOI: 10.22038/FMEJ.2019.40233.1267

Vahid Ghavami, Jamshid Jamali, M. Sarkhosh

{"title":"Assessment of Construct Validity Faculty Members’ Evaluation Questionnaire by Students in Health School of Mashhad University of Medical Sciences","authors":"Vahid Ghavami, Jamshid Jamali, M. Sarkhosh","doi":"10.22038/FMEJ.2019.40233.1267","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.40233.1267","url":null,"abstract":"Background: From the students’ viewpoint the evaluation of teachers is one of the most important tasks of faculty evaluation aiming to strengthen the abilities, modify teachers’ weaknesses, and improve the quality of teaching system. The present study aimed to determine the suitable structure to evaluate faculty members by the students’ questionnaire, at the Health School of Mashhad University of Medical Sciences (MUMS), in the first semester of 2018-2019. \u0000Methods: The present research is a descriptive-analytic cross-sectional study. The statistical population consisted of students from the School of Health of MUMS, in the first semester of 2018-2019. The Evaluation of Faculty Members by the Students Questionnaire (EFSQ) used at the School of Health of MUMS consisted of 12 questions with a 10-point Likert scale and 4 dimensions. This study used the exploratory and confirmatory factor analysis to assess the suitable structure of the EFSQ. \u0000Results: The mean of the total score of the EFSQ was 8.77±1.30 out of 10. The four-dimensional structure was not respectable, and the three-dimensional structure was appropriate. \u0000Conclusion: The current EFSQ used in MUMS is inadequate, and it is necessary to be revised.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"18-23"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47595621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of levels of realism of mobile-based pedagogical agents on health e-learning 基于移动的教学代理的现实主义水平对健康电子学习的影响

Future of Medical Education Journal Pub Date : 2019-06-01 DOI: 10.22038/FMEJ.2019.39824.1261

V. Salehi, Fatemeh Teymouri Nia

{"title":"Effect of levels of realism of mobile-based pedagogical agents on health e-learning","authors":"V. Salehi, Fatemeh Teymouri Nia","doi":"10.22038/FMEJ.2019.39824.1261","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.39824.1261","url":null,"abstract":"Background: One of the ways for effective communication between learners and instructional multimedia content in mobile learning systems is taking advantage of characters or pedagogical agents. The present study aimed to investigate the effect of the levels of realism in mobile-based pedagogical agents on health e-learning. Methods: The study was quasi-experimental with a pretest-posttest design involving three experimental groups. The target population included those participants who themselves or one of their relatives suffered from digestive disorders. The sample consisted of 48 participants selected through a convenience sampling procedure and were randomly assigned to either of the groups. The instruments and materials included instructional multimedia lessons and learning tests (pretest and posttest). The instructional multimedia content consisted of instructional materials related to familiarity with the human digestive system, its function, and relevant disorders. The participants in each group were exposed to the same instructional content but with a different level of realism related to the pedagogical agent (i.e., iconic, semi-iconic, and realistic). The instructional multimedia lessons were delivered through a mobile-based health leaning management system. For the data analysis, an analysis of covariance (ANCOVA) was applied. Results: The results showed that the group with the realistic pedagogical agent (M = 29.29, SD = 4.20), compared with the iconic pedagogical agent (M = 25.53, SD = 2.99), performed better on learning measurement (p = 0.20). Conclusion: The employment of pedagogical agents, as one of the influential tools in improving learners' motivation and learning, should receive greater attention in designing and developing instructional multimedia, especially in the field of health learning services.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"40-45"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44005860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Identification of the reasons behind students' lack of participation in classroom activities using a Delphi technique 运用德尔菲技术识别学生缺乏课堂活动参与的原因

Future of Medical Education Journal Pub Date : 2019-06-01 DOI: 10.22038/FMEJ.2019.15154.1091

Bahareh Bahmanbijar, Mehrdad Nazarieh, Nahid Toufan, Mahmood Dehghani, A. Beigzadeh

{"title":"Identification of the reasons behind students' lack of participation in classroom activities using a Delphi technique","authors":"Bahareh Bahmanbijar, Mehrdad Nazarieh, Nahid Toufan, Mahmood Dehghani, A. Beigzadeh","doi":"10.22038/FMEJ.2019.15154.1091","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.15154.1091","url":null,"abstract":"Background: Participation is considered as a pivotal concept in understanding classroom instruction and development of critical thinking skills necessary for students. Students who actively participate in classroom settings will perform far more than those who do not. Therefore, it is important to establish a consensus about the underlying reasons for students' lack of participation in classroom activities as interpreted by faculty members. Methods: A Delphi technique was used in three rounds to obtain the perspectives of faculty members of Kerman University of Medical Sciences (KMU) concerning students’ lack of participation in class activities in 2014. A total of 13 expert panelists from diverse disciplines were invited to the study using purposive sampling. Content analysis ensured consensus on the identified reasons. Results: In the first round, 78 reasons were identified by the panelists. After removing duplicates and similarities 52 reasons were obtained and categorized into 14 condensed units. In the second round, preliminary consensus was obtained and the included 14 factors were scored on a Likert scale from 1 to 5 to rank order them. In round three, final consensus was granted from all participants. Data were analyzed using content analysis and by obtaining the sum of answers, seven factors were highlighted as the most important. These included factors related to motivation (4.80), grading system (4.72), meaningful teaching (4.50), major influence (4.27), peers influence (4.13), challenging assignment (4.03), and environmental influence (4.00). Conclusion: Students' learning to a large extent is dependent upon their participation in the classroom. The identification of the reasons concerning students’ lack of participation in this study may help teachers arrange an environment to enrich dynamic learning for every learner to enthusiastically take part in classroom activities.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"10-17"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49421877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The role of training in parents of patients with Hirschsprung disease, accompaniment of the health service staff and the patient's parents 对巨先天性先天性疾病患者父母、卫生服务人员和患者父母的陪伴进行培训的作用

Future of Medical Education Journal Pub Date : 2019-06-01 DOI: 10.22038/FMEJ.2019.36326.1238

M. Joodi, M. Fathi, Z. Abbasi, Hossein Mohsenzadeh, R. Nazarzade, M. M. Khazravi, S. Majidi, M. Parvizi, Shiva Ghaderifar

{"title":"The role of training in parents of patients with Hirschsprung disease, accompaniment of the health service staff and the patient's parents","authors":"M. Joodi, M. Fathi, Z. Abbasi, Hossein Mohsenzadeh, R. Nazarzade, M. M. Khazravi, S. Majidi, M. Parvizi, Shiva Ghaderifar","doi":"10.22038/FMEJ.2019.36326.1238","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.36326.1238","url":null,"abstract":"Background: Parent training is an appropriate way to increase their awareness in dealing with a sick child. Childhood illness causes parents to be worried and stressed. Lack of information about disease will increase their concern. Educational programs can reduce parental stress and postoperative complications. Methods: In this study, the mothers of Hirschsprung Disease (HD) patients were selected to examine the disease training. The sampling was started by the census method from 2014 and continued until 2017. The statistical population included 2 groups of 30 mothers whose children were less than 6 months old. In one group, disease training was with a doctor and a trained person (group A). In another group, the mother of the treated child was also added to the training group, she was under the control of the educational staff (group B). The designed questions were asked from mothers in both groups before and after the training. The satisfaction level of training was also examined. Finally, the SPSS 23 software was used to analyze the data. Results:The provided training was effective in both groups because the percentage of the responses to questions has significantly increased after the intervention. The results indicated that group B was more satisfied with training. Conclusion: The results showed that the mother’s presence of a child with HD while her child is treated and entered the community had a positive effect on the training and comprehension of the disease in patients’ parents.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"5-9"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pedagogical knowledge Management and its Application in Medical Education: A Research Synthesis Study 教学知识管理及其在医学教育中的应用研究综述

Future of Medical Education Journal Pub Date : 2019-03-01 DOI: 10.22038/FMEJ.2019.35799.1233

Khaironnesa Ramazanzade, M. Ayati, Hossein Shokohifard, F. Abedi

{"title":"Pedagogical knowledge Management and its Application in Medical Education: A Research Synthesis Study","authors":"Khaironnesa Ramazanzade, M. Ayati, Hossein Shokohifard, F. Abedi","doi":"10.22038/FMEJ.2019.35799.1233","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.35799.1233","url":null,"abstract":"Background: Pedagogical knowledge management is the management of knowledge and experiences in teaching, assessment, learning theories, and classroom management, and other areas of education. An analytical study of the literature can be helpful in understanding the pedagogical knowledge management approach. Thus, this study aims to perform a synthesis research on the efficacy of pedagogical knowledge management and to explain its applications and strategies. Methods: The method of this study is the qualitative research synthesis. Data was gathered through searching library resources, theses, and articles in the Google Scholar, Science Direct, SID, Springer, IEEE, and Eric databases. In order to search the domestic and foreign databases, keywords have been used without time limits. A total of 3227 published research papers were identified and 66 of them were selected for analysis. Results: The results of analyzing the studies showed that knowledge management is effective in the field of education and is widely used in the professional development of professors, lesson study, upgrading qualification, curriculum development, evidence-based education, lifelong learning, teaching design and clinical reasoning. According to the results of the research, among approaches regarding knowledge management in education are establishing learning communities, storytelling, knowledge management platforms such as wiki, web2, blogs, etc. Conclusion: The results of this study show the widespread use of pedagogical knowledge management in all areas of education; therefore, identification and implementation of practical strategies such as virtual and real learning communities of professors, storytelling, the establishment of the thoughts room for the proper management of pedagogical knowledge are suggested.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"51-58"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45086518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Simulation Module for Assessment of Resident’s Targeted Event Response (SMARTER-Shift): a novel teaching method in Emergency Medicine education 住院医师目标事件反应评估模拟模块（SMARTER-Shift）：急诊医学教育中的一种新教学方法

Future of Medical Education Journal Pub Date : 2019-03-01 DOI: 10.22038/FMEJ.2019.35556.1232

Hossein Zakeri, S. Mousavi, Ali Tabatabaey, Z. Najafi

{"title":"The Simulation Module for Assessment of Resident’s Targeted Event Response (SMARTER-Shift): a novel teaching method in Emergency Medicine education","authors":"Hossein Zakeri, S. Mousavi, Ali Tabatabaey, Z. Najafi","doi":"10.22038/FMEJ.2019.35556.1232","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.35556.1232","url":null,"abstract":"Background: Attention to several clinical issues simultaneously and timeliness of proper treatment is of prime importance in Emergency Medicine. Simulation Based Training is a growing trend for clinical resident training which has been proposed for enhancing of residents multi-tasking abilities. The Simulation Module for Assessment of Resident’s Targeted Event Response is a methodology which derives specific scenario scripts from core competencies intended for residents. In this study we take that methodology one step further and use it to design multiple patient scripts hoping to enhance multiple knowledge and skills including multitasking. Methods: Using qualitative study of literature we derive multiple patient scripts incorporating simulation technologies which aim to obtain multiple clear educational objectives including the skills required for multitasking. Furthermore we test this teaching method on first year emergency medicine residents. We analyze the effects using paired student T-test of pre/posttests. Also the students’ satisfaction and impression about the method is measured using a questionnaire. Results: The step by step development of a multiple patient scrip is described and a sample script is presented. Cumulative scores of skill and knowledge for resident improved significantly (P<0.001) before and after the course. Almost all students (96%) preferred SMARTER-shift to a clinical shift for teaching purposes while only 52% preferred it for practicing the skills they had already obtained. Conclusion: The SMARTER-shift is an effective way for education of multitasking skills to residents of emergency medicine and it is strongly preferred by residents.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"6 1","pages":"30-37"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43133613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing the compatibility of the Radiology Technology Curriculum with Professional Requirements: Viewpoints of Radiology Technology Employee in Mashhad University of Medical Sciences 评估放射技术课程与专业要求的相容性:马什哈德医科大学放射技术人员的观点

Future of Medical Education Journal Pub Date : 2019-03-01 DOI: 10.22038/FMEJ.2019.37460.1249

A. H. Z. Mashhadi, A. Emadzadeh, M. Hosseini

{"title":"Assessing the compatibility of the Radiology Technology Curriculum with Professional Requirements: Viewpoints of Radiology Technology Employee in Mashhad University of Medical Sciences","authors":"A. H. Z. Mashhadi, A. Emadzadeh, M. Hosseini","doi":"10.22038/FMEJ.2019.37460.1249","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.37460.1249","url":null,"abstract":"Background: Radiology technology is one major of medical sciences. The graduates are a member of health care system that are responsible for medical cares. The graduates’ viewpoints about the compatibility of the education and professional expectations can be helpful for detecting the defects and making changes in the curriculum. Methods: This descriptive-cross sectional study has been done with 104 radiology technology employee in Mashhad University of Medical Sciences on 2018. The data were collected by a questionnaire, designed by the researcher, and its validity and reliability was confirmed. The questionnaire was filled by the participants and analyzed by SPSS software. Results: The results of this study showed that 36.6% of the participants believe that the practical courses are enough. The major and the expecting occupation were matched 80.6%, 61.4% of the experts were satisfied with the curriculum, and 70.3% of them strongly believed in making changes in the current curriculum. Conclusion:Although the current curriculum is matched with the professional duties, it is not appropriate for achieving the educational goals. Also an increase in the practical courses is necessary. Therefore, revising and making changes in the curriculum, is recommended.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"44-50"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44745253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Need Assessment of the General Practitioner's Curriculum Based on Clinical Activities, Advocacy, Research, and Education (CARE) Model 基于临床活动、宣传、研究和教育（CARE）模式的全科医生课程需求评估

Future of Medical Education Journal Pub Date : 2019-03-01 DOI: 10.22038/FMEJ.2019.36521.1240

Shahla Karimi, Vajiheh Zohoorparvandeh

{"title":"Need Assessment of the General Practitioner's Curriculum Based on Clinical Activities, Advocacy, Research, and Education (CARE) Model","authors":"Shahla Karimi, Vajiheh Zohoorparvandeh","doi":"10.22038/FMEJ.2019.36521.1240","DOIUrl":"https://doi.org/10.22038/FMEJ.2019.36521.1240","url":null,"abstract":"Background: Social responsiveness of the curriculum is aimed at directing all medical education activities to the training of physicians able to meet the health needs of the target community. Since medical education has moved towards a community-centered and community-based approach, significant attention has been paid to the concept of social responsiveness of medical education. Therefore, the biggest challenge of the future medical faculties is their need to show more impact on health through a relationship with the community, which is the same objective of social responsiveness. The purpose of this study is to assess the educational needs of general practitioners for social responsiveness from the viewpoint of medical graduates and educational experts. Methods: In terms of applied purpose and data gathering method, this is a descriptive study of correlation type with emphasis on structural equation model. The assessment tool was a questionnaire. The statistical population were 140 people, including all medical graduates who had at least one year of their graduation passed, as well as educational experts (educational expert of the department, vice chancellors of education of the departments, and EDC Experts) of Education Development Center of Mashhad University of Medical Sciences. The sample size was estimated as 103 people by Cochran formula. Results: Findings showed that there is a significant relationship among all areas (clinical, educational, and research) with social responsiveness except advocacy area. Conclusion: The results of the study indicate the importance of addressing social responsiveness in general practitioners' curriculum as a guide for implementation of the responsiveness plan.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"9 1","pages":"18-24"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42987684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4