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Showing 3 results for Clinical Education
Medical students' perspective of Clinical Educational Environment of Hospitals Affiliated with Birjand University of Medical Sciences, Based on DREEM Model
Seyed Hamidreza Zolfahari, Bita Bijari,
Volume 22, Issue 4 (12-2015)
Abstract

Background and Aim: Clinical education environment is very important to better prepare medical students. The aim of this study is to determine the current status of the of the main parts of the Clinical Hospital of Birjand University of Medical Sciences from the residents and interns viewpoint.

Materials and Methods: This study is across-sectional study, which was conducted between Mar to Oct 2014.116 Intern and resident Participated in this study. checklist of demographic information and DREEM questionnaire were completed by students. DREEM questionnaire included 50 questions in 5 domains: students’ perceptions of learning; perceptions of teachers; academic self-perception; perceptions of the atmosphere; and social self-perception. Data analyses by SPSS915 using T test and ANOVA.

Results: Mean age of student was 25.8±2.8 years. The mean scores of clinical education in the main Hospital wards was 155.03±27.86 from maximum 200.mean scores of students’ perceptions of learning was 35.89±8.30; perceptions of teachers was 34.32±6.36; academic self-perception was 25.93±4.82; perceptions of the atmosphere was 37.19±6.49; and social self-perception  was 21.55±5.12. The mean score of clinical education in assistants was higher than the interns. (p=0.004) The mean score of clinical education were significant difference in the main Hospital wards. (p=0.001)

Conclusion: The current status of the clinical education environment is desirable from Learners' Viewpoint. In some wards, such as the internal section of the need to pay more attention to improve clinical learning from University authorities.


Comparison of the Effect of Two Clinical Education Methods SNAPPS and conventional method on the medical students' clinical reasoning skills
Khaironnesa Ramazanzade, Azade Ebrahimzade,
Volume 25, Issue 0 (9-2018)
Abstract
Background and Aim: Clinical reasoning is a major and essential skill for disease diagnosis which is necessary for all medical students, the snapps model as a student-centered model can provide the basis for clinical reasoning. The study aimed to compare the impact of the SNAPPS outpatient education model and the conventional method on medical students' clinical reasoning.
Clinical reasoning is a major and necessary skill for disease diagnosis learning the skill is both useful and necessary for medical students. The study aimed to compare the impact of the SNAPPS outpatient education model and the conventional method on medical students' clinical reasoning.
Materials and Methods: This is a quasi-experimental study with a control group and post-test. The population comprised of medical students in Birjand University of Medical Sciences who entered the infectious diseases ward in the 2015-16 academic year. The sample comprised of 126 students who were assigned into intervention and control groups via simple allocation method. The intervention group was trained with the SNAPPS model, while the matched controls – in terms of gender, education level, and GPA – were trained with the conventional outpatient education method. The clinical reasoning scores of the two groups were assessed using the KF test, and analyzed in SPSS-19 software using the independent t test.
Results: The results of this study showed that the clinical reasoning mean score in the intervention group(SNAPPS model) was 17.81 ± 1.20, and that of the control group(conventional method) was 16.85 ± 1.11, with the difference being statistically significant (P = 0.000).
Conclusion: The SNAPPS model is an effective model for developing students' clinical reasoning; therefore, application of this method is recommended for all courses in medical education.
 

Effect of the COVID-19 pandemic on the quality of clinical education from the students' view of Tabas School of Nursing: Short Communication
Mostafa Abdollahi, Ayoub Ayar, Seyede Fatemeh Hosseini,
Volume 30, Issue 2 (10-2023)
Abstract
The COVID-19 epidemic is a serious challenge for clinical education that has made nursing students and their tutors face problems in the learning and teaching process. The mean score of quality of clinical education in nursing students was obtained at 36.99±9.14 during the COVID-19 pandemic. The highest mean quality score of clinical education belonged to the “I willingly and voluntarily come to the bedside to perform educational procedures” (4.38±1.4), while the lowest mean score was related to the item “In general, due to the restrictions created by the COVID-19 conditions, I feel that the quality of clinical education has decreased” (2.15±1.18). It is highly recommended to carry out educational interventions to improve the educational goals in the clinical environment, boost the clinical performance of instructors, enhance communication between medical staff and nursing students, revise the evaluation process of nursing students, and increase the quality of welfare facilities in medical centers.
 

*Corresponding Author: Seyede Fatemeh Hosseini; Emails: Seyedefatemeh.hossieni@bums.ac.ir

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