Volume 27, Issue 1 (April 2020)
J Birjand Univ Med Sci. 2020, 27(1): 100-109 |
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Salmani F, Eghbali B, Ganjifard M, Mohammadi Y, Kafian Atary S, Tavakoli T. Barriers to quality of clinical education from the viewpoints of medical students of Birjand University of Medical Sciences in the academic year 2018-2019. J Birjand Univ Med Sci. 2020; 27 (1) :100-109
URL: http://journal.bums.ac.ir/article-1-2679-en.html
URL: http://journal.bums.ac.ir/article-1-2679-en.html
Fatemeh Salmani1 
, Batool Eghbali2 , Mahmoud Ganjifard3 , Yahya Mohammadi4, Siavash Kafian Atary5, Tahmineh Tavakoli * 6
, Batool Eghbali2 , Mahmoud Ganjifard3 , Yahya Mohammadi4, Siavash Kafian Atary5, Tahmineh Tavakoli * 6
1- Department of Epidemiology and Biostatistics, Faculty of Health, Birjand University of Medical Sciences, Birjand, Iran
2- Community Medicine Departments, School of Medicine, Birjand University of Medical Sciences, Birjand, Iran
3- Anesthesia Department, Birjand University of Medical Sciences, Birjand, Iran
4- Member of the Center for Medical Education Development and Education, Birjand University of Medical Sciences, Birjand, Iran.
5- Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran
6- Internal medicine Departments, Birjand University of Medical Sciences, Birjand, Iran , tahminetavakoli95238@yahoo.com
2- Community Medicine Departments, School of Medicine, Birjand University of Medical Sciences, Birjand, Iran
3- Anesthesia Department, Birjand University of Medical Sciences, Birjand, Iran
4- Member of the Center for Medical Education Development and Education, Birjand University of Medical Sciences, Birjand, Iran.
5- Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran
6- Internal medicine Departments, Birjand University of Medical Sciences, Birjand, Iran , tahminetavakoli95238@yahoo.com
Abstract: (4605 Views)
Background and Aim: One of the most important components of medical student education, it is clinical education that should always be observed because of its importance. Accordingly, the present study aimed to investigate barriers to quality of clinical education from the viewpoints of medical students of Birjand University of Medical Sciences in the academic year 2018-2019.
Materials and Methods: This descriptive cross-sectional study was performed on medical students. A total of 133 students who had completed their basic sciences courses were selected by the available sampling method. The data collecting tool was researcher made questionnaire that its validity and reliability were confirmed. Data were analyzed by SPSS software (Version 16).
Results: The mean score of professor’s domain was 15.06±5.69, educational environment and staff 6.1±2.38, personal characteristics of students 6.64 ± 2.43 and curriculum 7.66 ±3.05. The lack of emphasis on important points of the educational materials while presenting the lesson, master's disregard for communication between theoretical knowledge and clinical skills, inadequate knowledge and theoretical information of students, and the student’s lack of confidence in the patient's bedside they were identified as the most important barriers to clinical education. There was also no agreement between the existing and the desired conditions in the areas of interest from the viewpoint of the students and the clinical environment and staff had the highest inconsistency.
Conclusion: According to the present study, Students of among master's fields, Student individual characteristics, curriculum, staff and clinical environment, the most important barriers to education knew staff and clinical environments, which could be remedied by providing equipment and facilities and creating the necessary coordination between students and staff.
Materials and Methods: This descriptive cross-sectional study was performed on medical students. A total of 133 students who had completed their basic sciences courses were selected by the available sampling method. The data collecting tool was researcher made questionnaire that its validity and reliability were confirmed. Data were analyzed by SPSS software (Version 16).
Results: The mean score of professor’s domain was 15.06±5.69, educational environment and staff 6.1±2.38, personal characteristics of students 6.64 ± 2.43 and curriculum 7.66 ±3.05. The lack of emphasis on important points of the educational materials while presenting the lesson, master's disregard for communication between theoretical knowledge and clinical skills, inadequate knowledge and theoretical information of students, and the student’s lack of confidence in the patient's bedside they were identified as the most important barriers to clinical education. There was also no agreement between the existing and the desired conditions in the areas of interest from the viewpoint of the students and the clinical environment and staff had the highest inconsistency.
Conclusion: According to the present study, Students of among master's fields, Student individual characteristics, curriculum, staff and clinical environment, the most important barriers to education knew staff and clinical environments, which could be remedied by providing equipment and facilities and creating the necessary coordination between students and staff.
Type of Study: Original Article |
Subject:
Medical Education
Received: 2019/05/27 | Accepted: 2019/09/14 | ePublished: 2020/03/2
Received: 2019/05/27 | Accepted: 2019/09/14 | ePublished: 2020/03/2
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