Showing 11 results for Medical Education
Alireza Bagheri,
Volume 4, Issue 5 (10-2011)
Abstract
Attempts to promote medical ethics principles on the national level should be consistent with the needs, expectations of the target audience, social orientations and determination of priorities. The present study was conducted through distribution of a questionnaire containing twenty medical ethics topics, and thus the priorities of instructors, researchers and policy makers regarding medical ethics were determined on a national level. Through determination of medical ethics priorities in the country, the study aimed to encourage a scientific approach to the issues and challenges faced throughout the nation based on the opinions of thinkers of this field, and to help resolve each of those issues according to national priorities. The findings revealed ten priorities in the field of medical ethics nationwide: patients’ rights, doctor-patient relationship, justice in the distribution of health care resources, autonomy and informed consent, the financial relationship between doctor and patient, hospital ethics committees, ethical considerations in public health, strengthening and capacity building in teaching medical ethics, ethical considerations in medical education, and medical research ethics.
Morteza Khaghanizadeh, Hasn Maleki, Mahmood Abbasi, Abbas Abbasi Pour, Mahdi Mesri,
Volume 5, Issue 2 (4-2012)
Abstract
Medical ethics is an interdisciplinary knowledge which increasingly developed during the last 30 years, and nowadays it becomes a part of medical student’s curriculum. Although, the quality of medical education has improved in Iran, but medical ethics teaching has not accomplished effective alteration yet. For deeper and more actual recognition of the challenges of medical ethics curriculum, we interviewed medical ethics instructors in a qualitative study. The data was collected by semi-structured interview with fourteen medical ethics instructors of Tehran University of Medical Sciences in 1389 and analyzed by Mairing content analyzing approach. Results of this study shows weaknesses and challenges in medical ethics curriculum which presented under five themes: comprehensiveness of goals, composing organization, proportion of content, active teaching method, and comprehensive system of evaluation. According to this the existing weaknesses and challenges of medical ethics curriculum can be considered as important obstacles in moral development of students. Considering those challenges, can develop medical ethics curriculum and introduce new models for medical ethics teaching.
Akram Izadikhah, Changiz , Niko Yamani, Ibrahim Mirshahjafarey,
Volume 6, Issue 1 (4-2013)
Abstract
Documentation of accepted ethical behavior in special settings is one of the strategies employed to foster ethics in organizations. Such documents, known as codes of ethics, vary in different societies according to their cultural and ideological differences. Medical educators have dual professional roles (as physicians and teachers) that sometimes seem ethically incompatible. Therefore, having codes of ethics is essential in this profession. The aim of this study was to develop codes of ethics for clinical medicine educators with an Islamic-Iranian approach.
This was a three stage developmental research. First, a comprehensive literature review was conducted. Using content analysis method, the first draft of a code of ethics for clinical medicine educators was prepared. Second, the draft was thoroughly and critically reviewed and revised in experts’ focus group discussion and the 2nd draft was devised. This was further reviewed by a group of 24 experts at the national level (validated) and revised according to their comments, and thus the 3rd draft was prepared to be presented for formal approval process.
The final document includes 55 codes of ethics in 18 topics (conscientiousness, accountability, respectfulness, scientific excellence, respect for others’ freedom, equity, patience, religious commitment, modesty, trustworthiness, humility, contentment, relationship with coworkers, attentiveness toward patients, attentiveness toward learners, kindness, confidentiality, and discipline).
It seems that extracting ethical concepts from the rich Islamic-Iranian cultural resources is feasible, and provides an appropriate basis for the development of ethical codes for medical educators. Compared to Western codes, such codes may be better accepted in Iranian contexts and will be implemented more readily if the organizational settings are prepared simultaneously.
Mohammad Khajedaluee, Zahra Movafaghi, Mahdieh Pouryazdanpanah,
Volume 6, Issue 5 (12-2013)
Abstract
Medical ethics is a set of moral values that apply principles and responsibilities to the practice of medicine and is a fundamental part of medical education. The current study investigated the effectiveness of the medical ethics curriculum and the best method for its implementation from interns’ point of view. The current cross-sectional descriptive study was carried out in July 2012. The research tool was a questionnaire developed in the medical ethics department and handed to all interns. The validity and reliability of the tool was confirmed using content validity and internal consistency (α= 0.72) methods respectively. Data was analyzed using SPSS software and reported by the use of descriptive statistics, particularly mode, as a measure of central tendency.Seventy-one interns (60%) responded to the questionnaire, 54% of whom were female and 55% in the second internship year. In response to the achievement rate of expected outcomes such as the extent to which the educational objectives have been reached, and the suitability of content with the needs felt in real clinical situations, modes were all ranked in the ategory of "low". The modes of the responses to the stressfulness of different ethical situations were mainly ranked in the category of "high". To assess the best methods for teaching knowledge as well as medical ethics skills and attitudes, the following were the mode of interns' responses: group discussion (38%) for teaching the basics, and presentation of a case with the solution (70%) for teaching clinical ethics. The most appropriate methods of student evaluation were considered patient management problem and performance evaluation in the ward by 25 (36%) and 21 (31%) of interns respectively.The current study showed the effectiveness of medical ethics curriculum was low and the students requested presenting this course in a more practical way. It would appear that a two unit theoretic course does not have the efficiency to modify students’ attitudes and behavior to encounter challenging ethical situations, and therefore fundamental changes are suggested.
Nikzad Iesazadeh, Reza Salimi, Kazem Sadeghi Abi Sofla,
Volume 8, Issue 2 (7-2015)
Abstract
The precepts of Islamic education are founded on a practical and all-inclusive system that is aimed to develop man in all aspects of his life based on Quranic guidance (Quran and Ravayat). The individual is at the heart of Islamic education, and therefore has a specific place in Islam and is considered sacred and blessed.As a rule, medicine is targeted at the physical wellbeing of man. Consequently, Islamic education can play can play an important role in medical training and may be traced in the Quran and Revayat.Instructors and students are at the core of education and learning, and their development will result in the moral, spiritual and technical advancement of the society. Medical schools aim to cultivate young talents and educate experts in the health industry, and are naturally essential for the development of a nation. This can be achieved through the attempts of capable and motivated instructors within the educational system.The present study is a review of the Islamic approach to medical training and the techniques of developing motivated and capable scholars and students in order to achieve Islamic educational goals.
Seyed Mozaffar Rabiee, Novin Nikbakhsh, Simin Mouodi,
Volume 10, Issue 0 (3-2017)
Abstract
In evolution and innovation program of medical education which has been announced to the medical universities of the country since 2015, as a part of the health sector reform in IRAN, promoting professionalism is one of the emphasized subjects. This study aimed to evaluate activities conducted in this university to promote professionalism. In this descriptive research, all activities performed in Babol University of Medical Sciences in the years 2015 and 2016 in order to achieve the objectives of professionalism were recorded in a data collection form. The subject, target group, the extent of each activity, and outcomes were recorded and compared with data related to years before 2015. Totally, 19 major activities have been recorded to promote professionalism in this university in these two years. Sixteen activities (84.2%) have been implemented after medical education reform of IRAN. The extent of activities was calculated as 10088 person-hour and most of these major activities (12 activities, 63.2%) was attributed to achieve the objective of "implementation structural and program requirements, an organized system for need assessment, pathology and improvement of the values of ethics and professionalism". After implementation of medical education reform in IRAN, Babol University of Medical Sciences has adopted multiple new activities to promote professionalism in this university.
Zahra Asgari, Mohammad Hosein Heidari , Ramezan Barkhordari, Behnoosh Esteki,
Volume 11, Issue 0 (3-2018)
Abstract
Medical Philosophy is essential part of medical ethics and history. I has long history and owes its current status to developments resulted by historical, philosophical, social, and cultural experiences. The most important reflection of its revolution is its influence on the goals and missions of higher education in different time periods. In this study, two of the most important philosophical perspectives towards the medical education are compared with the aim of investigating possibilities and limits of each perspective in general education, specialized education, and treatment. The descriptive-analytical method is used for this comparison. These two perspectives are: 1) biomedical philosophy, which is based solely on human biological mechanisms, and 2) humanistic philosophy, which is based on the integrity of the human being. The results of this study show that medical education from the perspective of the biomedical philosophy focuses on specialized education, and treatment from this perspective is performed in the form of a patriarchal relationship. Whereas, from the humanistic perspective, general education is based on the integrity of the human being (including biological, psychological, and ontological) together with the specialized education. Treatment in this approach is achieved through a collaborative relationship between the physician and the patient.
Maryam Aala, Rita Mojtahedzadeh, Aeen Mohammadi, Neda Mehrdad, Moloud Payab, Snor Bayazidi, Mahin Nomali, Mohammad Eghbal Heidari, Alireza Olyaemanesh, Bagher Larijani,
Volume 16, Issue 0 (11-2023)
Abstract
The COVID-19 pandemic has created opportunities and challenges for education and research as the two main academic activities in medical sciences disciplines, which due to their mutual influence can be used to propose solutions for improving these two areas. The present study was conducted to compare two review articles, each of which dealt with one of these two areas.
This comparative study with a qualitative explanatory design was conducted in three steps. First, two review articles were selected that investigated the opportunities and challenges caused by the coronavirus pandemic to propose strategies for the post-corona era. Then, both studies were carefully studied and described. Finally, two researchers separately extracted the similarities and differences mentioned in the two articles and compared them to remove the inconsistencies. A panel of experts confirmed the findings. The opportunities and challenges mentioned in the two articles were extracted and categorized into two areas based on similarities and differences. The similar proposed strategies for the post-corona era were continuing to use virtual space facilities, diversifying the communication methods with students and research participants, and providing and developing suitable electronic infrastructure. Comparing two review articles and determining the similarities and differences between the opportunities and challenges caused by the COVID-19 pandemic and the strategies for the post-COVID-19 era related to medical education and clinical research, led to proposing strategies that could promote these two related areas coherently.
Homa Sadeghi Avval Shahr,
Volume 17, Issue 0 (12-2024)
Abstract
Effective medical education requires the cultivation of essential professional attributes, including ethical reasoning, communication skills, empathy, and professionalism. Traditional teaching methods often fall short in adequately developing these crucial aspects. Reflection-based learning, with its emphasis on self-analysis and critical thinking, presents a promising pedagogical approach to address these limitations. This review study examined the literature on reflection in medical education. A comprehensive search of the Web of Science, PubMed, Scopus, and Google Scholar databases was conducted using keywords such as "education," "reflection," "professionalism," "professional behavior," and "medical students" from 2010 to 2024. Eighteen relevant articles were selected and analyzed for their type, focus, and conceptual implications. Different approaches to integrating reflection into professionalism education were then categorized and analyzed. The reviewed literature highlights a multifaceted approach to incorporating reflection into medical education. Key strategies include contextual reflection, linking reflections to specific clinical experiences; utilizing structured frameworks such as the Gibbs Cycle to guide the reflective process; fostering peer-to-peer learning through discussions, peer feedback, and mentorship; and seamlessly integrating reflection as an ongoing and assessed component of the medical curriculum. Findings suggest that an educational approach emphasizing practical application, experiential learning, and structured reflection opportunities can significantly enhance students' understanding of professional behavior. This approach is anticipated to lead to improvements in communication skills, ethical reasoning, empathy, and self-awareness, ultimately contributing to better patient care and a stronger medical workforce. Reflection-based learning offers a valuable strategy for developing professional competence in medical education. This approach necessitates the active integration of reflection into clinical learning activities, utilizing structured frameworks, and providing ample opportunities for peer and faculty support. Future research should rigorously investigate the impact of specific reflective activities on tangible improvements in clinical skills and behaviors.
Leila Afshar,
Volume 17, Issue 0 (12-2024)
Abstract
Evidence from national and international institutions highlights a significant clinical practice gap, including the failure to adhere to best evidence-based practices at the point of care. This issue is multifaceted, stemming from incomplete information, poor communication by practitioners—resulting in inadequate patient compliance and understanding—and various environmental or social factors. A significant portion of these shortcomings lies in areas commonly referred to as professional behavior and professional ethics. While considerable efforts have been directed toward knowledge translation and implementing best clinical evidence, equivalent attention must be given to integrating professionalism and professional ethics into continuing medical education (CME) or, more aptly, continuing professional development (CPD). These aspects, however, appear underemphasized or even neglected in many CPD programs. This article seeks to address the essential "musts" and "must-nots" for designing an effective CPD program that incorporates professionalism and professional ethics as foundational components.
Hamid Kavyani Pooya,
Volume 18, Issue 1 (3-2025)
Abstract
Education in Iran, as in the rest of the world, has a long history, and with the foundation of inclusive national governments, due to the interaction of civilizations and adaptation of scientific achievements, education and educational institutions and centers have undergone major changes and transformations. Accordingly, this study aimed to examine different methods of teaching medical sciences and transferring medical achievements to scholars and those interested in this profession in the history of Iran until the end of the Safavid era through a library-based method. Data were collected from original medical resources, travelogues, and reliable historical documents and evidence in Arabic, Persian, and English. Data were then described and analyzed using domestic databanks. The findings indicated that throughout the history of Iran, particularly in the Islamic civilization, medical education and sciences have been transferred both theoretically and practically. In modern terms, this involved lectures (theory) and clinical training (practice). Nevertheless, there have been differing opinions regarding the importance and priority of each method, and the period under study witnessed significant evolution and changes in improving the ways medical concepts have been conveyed to scholars.
