@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):29-34
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):29-34
Level of Educational Objectives Achievement in Health and Community Medicine Internship Course; Interns Viewpoint
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
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, IranPhone: +982181263850
Fax: +982181263850
davoudimonfared@gmail.com
Article History
Received: October 4, 2015Accepted: February 15, 2016
ePublished: March 28, 2016
ABSTRACT
Aims
Nowadays, the community oriented medicine education model has been mainly noticed. The aim of this study was to survey the interns about achievement to the educational goals confirmed by Health Ministry in health internship and community medicine courses.
Instrument & Methods In the descriptive cross-sectional study, 56 health internship and community medicine students of one of the military universities of medical sciences in Tehran were studied in 2014 and 2015. The subjects were selected via available sampling method. Data was collected by a questionnaire based on the educational goals confirmed by Health Ministry. Data was analyzed by SPSS 19 software using descriptive indices and step-by-step regression test.
Findings 70, 68, and 60% of the students agreed to knowledge earning, achieving an attitude, and new skill earning, respectively. The highest knowledge earning levels were in health care factors (72%) and the method to monitor and assess the state health program (72%) and the lowest was in overall support (56%). The highest level of achieving an attitude was in family physician functioning (76%) and the lowest levels were in overall support (44%) and social factors effective on health (44%). There were significant correlations between knowledge earning (p=0.016) and achieving an attitude (p=0.032) and the scored given to the theoretical issues. In addition, there was a significant correlation between skill earning and the score given to the personal exercises (p=0.015).
Conclusion The levels of knowledge earning, achieving an attitude, and skill earning in health internship and community medicine courses were unfavorable, especially in some goals.
Instrument & Methods In the descriptive cross-sectional study, 56 health internship and community medicine students of one of the military universities of medical sciences in Tehran were studied in 2014 and 2015. The subjects were selected via available sampling method. Data was collected by a questionnaire based on the educational goals confirmed by Health Ministry. Data was analyzed by SPSS 19 software using descriptive indices and step-by-step regression test.
Findings 70, 68, and 60% of the students agreed to knowledge earning, achieving an attitude, and new skill earning, respectively. The highest knowledge earning levels were in health care factors (72%) and the method to monitor and assess the state health program (72%) and the lowest was in overall support (56%). The highest level of achieving an attitude was in family physician functioning (76%) and the lowest levels were in overall support (44%) and social factors effective on health (44%). There were significant correlations between knowledge earning (p=0.016) and achieving an attitude (p=0.032) and the scored given to the theoretical issues. In addition, there was a significant correlation between skill earning and the score given to the personal exercises (p=0.015).
Conclusion The levels of knowledge earning, achieving an attitude, and skill earning in health internship and community medicine courses were unfavorable, especially in some goals.
CITATION LINKS
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[16]Adhami A, Harandi M, Jalili Z, Mohammad S, Fatahi Z. The attitudes of kerman university of medical sciences interns toward the adequacy of received trainings in achieving the approved educational goals in obstetrics & gynecology ward. Steps Dev Med Educ. 2006;2(2):95-101. [Persian]
[17]Nojomi M, Alborzi F, Shirazi M, Geranmayeh M. Evaluation of modular training of family physicians’ higher management course in Iran. Educ Strategy Med Sci. 2014;7(5):339-44. [Persian]
[18]Khadivi R, Khosravi Sh. The Viewpoints of interns and clerkship students about community medicine course. Iran J Med Educ. 2004;4(2):123-8. [Persian]
[19]Ganji F. Evaluation of educational quality internship community medicine, university of medical sciences. Iran J Med Educ. 2002;2(Suppl 1):39-46. [Persian]
[20]Qadimi R, Haji Ahmed M, Tirgar A, Rashvand H, Amuyi A, Sajjadinia P, et al. The need for training medical students in social issues from the perspective of medical graduates. Strides Dev Med Educ. 2013;10(2):39-46. [Persian]
[21]Bakhshian F, Jabbari Bayrami H, Khoshbaten M, Alamdary Milani Q. Evaluation of community medicine department program of knowledge transfer and necessary managerial skills from the perspective of physicians working in health care of Tabriz. J Med Sci. 2002;2(1). Available from: http://fa.journals.sid.ir/ViewPaper.aspx?id=39803. [Persian]
[22]Davati A, Aghayi M, Kamali M. Students, view points on internship community medicine course in Tehran Medical Universities. Iran J Med Educ. 2011;11(4):347-55. [Persian]
[23]Khayatzadeh-Mahani A, Takian A. Family physician program in Iran: Considerations for adapting the policy in urban settings. Arch Iran Med . 2014;17(11):776-8.
[24]Changiz T, Fakhari M, Jamshidian S, Zare S, Asgari F. Systematic review of studies in the field of competencies of new or soon to be-graduate general physicians in Iran. Strides Dev Med Educ. 2015;12(2):325-43. [Persian]
[25]Nasrollahpour Shirvani SD, Ashrafian Amiri H, Motlagh MS, Kabir MJ, Maleki MR, Shabestani Monfared A. Evaluation of the function of referral system in family physician program in Northern provinces of Iran. J Babol Univ Med Sci. 2009;11(6):46-52. [Persian]
[2]Mezirow J, Taylor EW. Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: John Wiley & Sons; 2011.
[3]Hamad B. Community oriented medical education: What is it?. Med Educ. 1991;25(1):16-22.
[4]Mahler H. New directions for medical education: Problem-based learning and community-oriented medical education. Schmidt HG, Lipkin M, de Vries MW, Greep JM, editors. New York: Springer Science & Business Media; 2012.
[5]del Rio A. Community health diagnosis as a curriculum component: Experience of the Faculty of Health Sciences, Walter Sisulu University, Eastern Cape, South Africa. Med Rew. 2005;6(8):22-9.
[6]Lewkonia RM. The missions of medical schools: The pursuit of health in the service of society. Bio Med Educ. 2001;1:4.
[7]Seifer SD. Recent and emerging trends in undergraduate medical education: Curricular responses to a rapidly changing health care system. West J Med. 1998;168(5):400-11.
[8]Helmich E, Bolhuis S, Laan R, Koopmans R. Early clinical experience: Do students learn what we expect?. Med Educ. 2011;45(7):731-40.
[9]Davison H, Capewell S, Macnaughton J, Murray S, Hanlon P, McEwen J. Community-oriented medical education in Glasgow: Developing a community diagnosis exercise. Med Educ. 1999;33(1):55-62.
[10]Akbari ME. Selecting an appropriate site for medical education. J Med Educ. 2001;1(1):20-22.
[11]Sturmberg JP, Reid A, Khadra MH. Community based medical education in a rural area: A new direction in undergraduate training. Aust J Rural Health. 2001;9(Suppl 1):S14-8.
[12]DeLeon PH, Giesting B, Kenkel MB. Community health centers: Exciting opportunities for the 21st century. Prof Psychol Res Pract. 2003;34(6):579-85.
[13]Jaffari F, Valiani M. Evaluation of field training from the perspective of students, the School of Management and Informatics University of Medical Sciences. Iran J Med Educ. 2002;2(1):19-20. [Persian]
[14]Boelen C. Adapting health care institutions and medical schools to societies' needs. Acad Med. 1999;74(Suppl 8):S11-20.
[15]Habibullah B, Salman H, Baradaran H. Effective clinical teaching medical school students. J Med Sci. 2005;5(14):2-5. [Persian]
[16]Adhami A, Harandi M, Jalili Z, Mohammad S, Fatahi Z. The attitudes of kerman university of medical sciences interns toward the adequacy of received trainings in achieving the approved educational goals in obstetrics & gynecology ward. Steps Dev Med Educ. 2006;2(2):95-101. [Persian]
[17]Nojomi M, Alborzi F, Shirazi M, Geranmayeh M. Evaluation of modular training of family physicians’ higher management course in Iran. Educ Strategy Med Sci. 2014;7(5):339-44. [Persian]
[18]Khadivi R, Khosravi Sh. The Viewpoints of interns and clerkship students about community medicine course. Iran J Med Educ. 2004;4(2):123-8. [Persian]
[19]Ganji F. Evaluation of educational quality internship community medicine, university of medical sciences. Iran J Med Educ. 2002;2(Suppl 1):39-46. [Persian]
[20]Qadimi R, Haji Ahmed M, Tirgar A, Rashvand H, Amuyi A, Sajjadinia P, et al. The need for training medical students in social issues from the perspective of medical graduates. Strides Dev Med Educ. 2013;10(2):39-46. [Persian]
[21]Bakhshian F, Jabbari Bayrami H, Khoshbaten M, Alamdary Milani Q. Evaluation of community medicine department program of knowledge transfer and necessary managerial skills from the perspective of physicians working in health care of Tabriz. J Med Sci. 2002;2(1). Available from: http://fa.journals.sid.ir/ViewPaper.aspx?id=39803. [Persian]
[22]Davati A, Aghayi M, Kamali M. Students, view points on internship community medicine course in Tehran Medical Universities. Iran J Med Educ. 2011;11(4):347-55. [Persian]
[23]Khayatzadeh-Mahani A, Takian A. Family physician program in Iran: Considerations for adapting the policy in urban settings. Arch Iran Med . 2014;17(11):776-8.
[24]Changiz T, Fakhari M, Jamshidian S, Zare S, Asgari F. Systematic review of studies in the field of competencies of new or soon to be-graduate general physicians in Iran. Strides Dev Med Educ. 2015;12(2):325-43. [Persian]
[25]Nasrollahpour Shirvani SD, Ashrafian Amiri H, Motlagh MS, Kabir MJ, Maleki MR, Shabestani Monfared A. Evaluation of the function of referral system in family physician program in Northern provinces of Iran. J Babol Univ Med Sci. 2009;11(6):46-52. [Persian]