ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Sajjadi   F. (1)
Davoudi Monfared   E. (*)
Saberi Isfeedvajani   M. (2)
Sanaeinasab   H. (1)
Mehrabi Tavana   A. (3)






(*) Community Medicine Department, Medicine Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(1) Community Medicine Department, Medicine Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(1) Community Medicine Department, Medicine Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(2) “Medicine, Quran and Hadith Research Center” and “Community Medicine Department, Medicine Faculty”, “Medicine, Quran and Hadith Research Center” and “Community Medicine Department, Medicine Faculty”, Baqiyatallah University of Medical Sciences, Tehran, Iran
(3) Health Management Research Center, Health Management Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran

Correspondence

Address: Medicine Faculty, Baqiyatallah University of Medical Sciences, Sheikh Bahaei Street, Molla Sadra Street, Tehran, Iran
Phone: +982181263850
Fax: +982181263850
davoudimonfared@gmail.com

Article History

Received:  October  4, 2015
Accepted:  February 15, 2016
ePublished:  March 28, 2016

BRIEF TEXT


… [1-14] The plan for a course is designed based on the required educational plan of the Ministry of Health observing universal and particular goals. Job capabilities and efficiency of the medical graduates depend upon the realization of the educational programs to conduct health and treatment cares [15-17].

The sufficiency of health internship program to translate the related knowledge [18], the requirements to change the health priorities in the social medicine and health internship [19], and the requirements to notice some new and practical items [20] have been studied.

The aim of this study was to survey the interns about the achievement to the educational goals approved by the Health Ministry in the social medicine and health educational internship courses.

This is a descriptive cross-sectional study.

The social medicine and health internship students of a military medical university in Tehran were studied in 2014 and 2015.

56 students were selected via available sampling method.

Data was collected by a questionnaire approved by the Health Ministry. Its credibility was confirmed through content credibility and by a survey from some health education experts and managers. In addition, its validity was confirmed by the experiences of the faculty members of Social Health Department. Its reliability was determined by Cronbach’s alpha (0.83).The questionnaire was designed in three parts. The first part included the students’ viewpoints about the educational topics of the course. The second part included the students’ viewpoints about the teachers’ teaching quality, who were presenting theoretical issues of the course. The third part included the students’ viewpoints about the defined operation program for the whole course. Data was analyzed by SPSS 19 software using frequency and percentage descriptive indices and stepwise regression statistical test.

There were 56 participating students including 50 male and 6 female students. 70%, 68%, and 60% of the students agreed with acquiring new knowledge, forming a new attitude, and acquiring new skills, respectively. About the general activities of the course, the reading materials were assessed by 67%, 56%, 28%, and 30% of the students useful, related to work, difficult, and time consuming, respectively. The individual exercises were assessed by 53%, 56%, and 35% of the students useful, related to the topic, and time consuming and difficult, respectively. The group exercises were assessed by 67%, 60%, 33%, and 40% of the students related to team-work, useful for the group, difficult, and time consuming, respectively (Table 1). The lowest level of knowledge acquiring in the course was in full support attraction (56%), while maximum levels were in health protecting factors (72%) and the method to monitor and assess the current state health program (72%).In addition, the lowest levels of providing new attitude were in full support attraction (44%) and the social factors affecting health (44%), while maximum level was in the definition of the functions of family physician (76%; Table 1). In the educational quality of theoretical issues, the educational content was assessed in a relation to the topic by 84% of the students.72%, 59%, and 79% of the students assessed lecture presentation as proper, the educators’ verbal skills as good, and the educational tools as proper, respectively. 71% and 74% of the students agreed to knowledge enhancement and presentation of new approaches in the education of theoretical topics, respectively. In addition, 65 % of the students interested in such topics, while 65% satisfied in receiving the theoretical topics. There was a significant correlation between the score of theoretical issues and knowledge receiving in the interns (p=0.016), in such a way that with one unit increase in the received scores there were 0.089 units increases in the average knowledge receiving. In addition, there was a significant correlation between the given score to the theoretical topics and forming an attitude in the interns (p=0.032), in such a way that with one unite increase in the scores of the theoretical issues, there were averagely 0.07 units increases in the attitude. There was a significant correlation between gaining skills and individual exercises (p=0.015), in such a way that with one unit increase in the individual scores, there were 0.15 units increases in the average skill gaining. Nevertheless, there was no significant correlation between skill gaining and group exercises in the internship course (p>0.05).

Maximum knowledge transfer (89%) is in the student’s acquaintance with different units of health system, while minimum value (23%) is in the acquaintance with PHC parts [21]. The results are consistent with the present results showing that maximum knowledge transfer was in the method for monitoring and assessing the current state health program and factors protecting health and healthy life method. Based on both studies, the educational goals can be gained through presentation of practical issues for the students at the internship course than without such presentations. The satisfaction level of the internship students with health field training in the educational scope of the state health and care servicing organization is 97.5%. In addition, the satisfaction with the training of true methods to connect other organizations and social groups is 95%. Less than 50% of the internship students, also, are satisfied with the planning method, presentation of practical discussions in workshops, the presence of the faculty members, and to answer to the students’ questions [18]. More than 75% of the students are satisfied in the planning method, presentation of practical items in workshops, the presence of the faculty members, and to answer to the students’ questions. In addition, most of the students (more than 78%) are satisfied with the education of service presentation system [22]. 65% of the students were satisfied with receiving the theoretical topics. In addition, the least knowledge transfer and gaining attitudes were in the training topics including the attraction of full support and the social factors affecting the health. … [23-25]

The social-centered training should be noticed in other major sections of internship course. The training course of social medicine and health program should be revised.

Small sample size was the limitation for the present study.

There are lower levels of gaining knowledge, attitude, and required skills in the social medicine and health internship course, especially in some goals, than the favorable levels.

Educational deputy of medicine faculty, health and treatment field staff of Iran University of Medical Sciences and Shahid Beheshty University of Medical Sciences are appreciated.

There was no conflict of interests.

The questionnaire, conducted after the last exam of the course, was nameless.

There was no founding source.

TABLES and CHARTS

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