@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):17-23
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):17-23
Evidence-based Medicine in Iranian Traditional Medicine; Schemes and Threats
ARTICLE INFO
Article Type
Original ResearchAuthors
Bigdeli S. (1)Kord Afshari G. (2)
Soltani Arabshahi K. (1)
Shams Ardakani M. R. (2)
Mohammadi Kenari H. (*)
(*) Educational Development Office, Faculty of Traditional Medicine, Tehran University of Medical Sciences, Tehran, Iran
(1) Department of Medical Education, Faculty of Medicine & Center for Educational Research in Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
(2) Department of Traditional Medicine, Faculty of Traditional Medicine, Tehran University of Medical Sciences, Tehran, Iran
Correspondence
Address: Education Development Center, 2nd floor, Tehran University of Medical Sciences, Traditional Medicine Faculty, Behesht Street, After Park-e-Shahr, Vahdat Eslami Avenue, Tehran, Iran.Phone: +982155601274
Fax: +982155580389
hmk1358@gmail.com
Article History
Received: September 17, 2012Accepted: February 29, 2012
ePublished: March 10, 2013
ABSTRACT
Aims
Identifying the reliable resources and using documented and valid evidence for students’ training and patients’ treatment is essential considering the reconsideration of Iranian traditional medicine by Iran Ministry of Health, treatment and medical education. Therefore, the present study was conducted to specify the measures and threats and the necessary solutions for application or enhancement of the application of evidence based medicine in Iranian traditional medicine.
Materials & Methods This qualitative study addressed the view of Iranian traditional medicine experts by content analysis method and using a semi -structured, deep and face-to-face interview in 2011. Sampling was initiated in a purposive way and continued up to achieving the information saturation and totally 13 individuals interviewed. Data collection tool was a semi-structured interview consist a number of open questions performing by one of the researchers.
Findings The obtained themes were classified into three main categories: existing opportunities in the application of evidence-based medicine (Global approach to traditional medicine, the authorities and universities’ welcome, presence of interested teachers etc.), existing threats in the application of evidence-based medicine (lack of a common strategic program, lack of teachers, etc.) and requirements and proposed approaches in the application of evidence-based medicine (benchmarking of neighboring countries, teachers’ changing of insight, etc.).
Conclusion All of the authorities of traditional medicine in Iran emphasize the necessities of the application of evidence-based medicine in Iran traditional medicine and also traditional medicine faculties.
Materials & Methods This qualitative study addressed the view of Iranian traditional medicine experts by content analysis method and using a semi -structured, deep and face-to-face interview in 2011. Sampling was initiated in a purposive way and continued up to achieving the information saturation and totally 13 individuals interviewed. Data collection tool was a semi-structured interview consist a number of open questions performing by one of the researchers.
Findings The obtained themes were classified into three main categories: existing opportunities in the application of evidence-based medicine (Global approach to traditional medicine, the authorities and universities’ welcome, presence of interested teachers etc.), existing threats in the application of evidence-based medicine (lack of a common strategic program, lack of teachers, etc.) and requirements and proposed approaches in the application of evidence-based medicine (benchmarking of neighboring countries, teachers’ changing of insight, etc.).
Conclusion All of the authorities of traditional medicine in Iran emphasize the necessities of the application of evidence-based medicine in Iran traditional medicine and also traditional medicine faculties.
CITATION LINKS
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[23] Masoudi T, Nikfarjarm Z. The comparison of three methods of lectures, lecture with answer and question and problem based learning in education of core lessens of medical basic sciences in view of medical student of Mashad medical university. Tehran; Special Edition of Eleventh National Meeting of Medical Education, 2010. [Persian]
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[25] Baghaei Lakeh M, Atrkar Roshan Z. A comparison of two teaching strategies: Lecture and PBL, on learning and retaining in nursing students. Gilan Univ Med Sci J. 2003;12(47):86-92. [Persian]
[26] Kermanian F, Mehdizahe M, Iravani Sh, Markazi Moghadam N, Shayan Sh. Comparing lecture and problembased learning methods in teaching limb anatomy to first year medical students. Iran J Med Educ. 2007;2:379-88. [Persian]
[27] White MJ, Amos E, Kouzekanani K. Problem-based learning: An outcomes study. Nurse Educator. 1999;24(2):33-6.
[28] Bani S, Ghafari R, Ahmadian S, Hassan Pour Sh. Evaluating the relationship between instruction methods of professors in Tabriz medical university to creative thinking of students. Tehran; Special Edition of Tenth Meeting of Medical Education, 2009. [Persian]
[29] Asghari F, Mahjoob Moadab H. Evaluation and criticism of process of critical thinking with approach of clinical decision, challenges and strategies. Tehran; Special Edition of Eleventh National Meeting of Medical Education, 2010. [Persian]
[30] Shahabi M. Reviewing the evaluation methods of critical thinking in medical education. Tehran; Special Edition of Twelfth National Meeting of Medical Education, 2011. [Persian]
[31] Akaberian Sh, Bahreini M, Khoramrodi R, Gashmard R. Portfolio and improvement of clinical competence of nursing. Tehran; Special Edition of Twelfth National Meeting of Medical Education, 2011. [Persian]
[2] Rajashekhar HB, Kodkany BS, Naik VA, Kotur PF, Goadar SH. Evidence-based medicine and its impact on medical education. Indian J Anaesth. 2002;46(2):96-103.
[3] Cranney M, Warren E, Barton S, Gardner K, Wally T. Why do GPs not implement evidence-based guidelines? A descriptive study. Family Pract. 2001;18(4):359-63.
[4]Green ML. Evidence-based medicine training in graduate medical education: Past, present and future. J Eval Clin Pract. 2000;6(2):121-38.
[5] Coomarasamy A, Khan KS. What is the evidence that post graduate teaching in evidence based medicine changes anything? A systematic review. BMJ. 2004;329(7473):1017.
[6] Shaneyfelt T, Baum KD, Bell D, Feldstein D, Houston TK, Kaatz S, et al. Instruments for evaluating education in evidence-based practice: A systematic review. JAMA. 2006;296:1116-27.
[7] Bloom BS. Taxonomy of educational objectives: Cognitive domain. New York: Mackay Publisher; 1956.
[8] Hutchinson L. Evaluating and researching the effectiveness of educational interventions. BMJ. 1999;318(7194):1267-9.
[9]Khan KS, Coomarasamy A. A hierarchy of effective teaching and learning to acquire competence in evidencedbased medicine. BMC Med Educ. 2006;6(1):59.
[10] Kyngas H, Vahanen L. Content analysis as a research method. Hoitoteide. 1999;11:3-13.
[11] Cheevakumjorn B. An analysis of prosocial and aggressive content in Thai: Children’s literature and its relationship to contemporary societal problems in Thailand. Diss Abstr Int. 1993;45:3669.
[12] Mayring p. Qualitative content analysis. Fqs Res. 2000;1:1-10.
[13] Qiu J. China plans to modernize traditional medicine. Nature. 2007;446:590-1.
[14] Hatami H. Clinical epidemiology in modern and traditional medicine. Tehran: Shahid Beheshti University Publication; 2009. [Persian]
[15] World Health Organization. WHO traditional medicine strategy, 2002-2005. Geneva: WHO; 2002.
[16] Green ML, Ruff TR. Why do residents fail to answer their clinical questions? A qualities study of barriers to practicing evidence-based medicine. Acad Med. 2005;80(2):176-82.
[17] Mesgar Pour B, Sadraei Shamlo D, Jamshidi Ah, Akhavan Behbahani A, Jafari S. The condition of traditional, complementary and alternative medicine in Iran. Tehran; Social Studies Office of the Center of Islamic Congress Research, 2009. [Persian]
[18] Tamim HM, Ferwana M, Al Banyan E, Al Alwan I, Hajeer AH. Integration of evidence-based medicine into a medical curriculum. Med Educ Online. 2009;14:15.
[19] Mohammadi Baghamlaei B, Yaghobian N, Hajinejad F, Afrasiyabi S, Gashmard R. Evaluation the effect of evidence based clinical education for improving the nursing quality. Tehran; Special Edition of Twelfth National Meeting of Medical Education, 2011. [Persian]
[20] Haj Ebrahimi S, Alipour yeganeh F, Shakoorivash Kh, Javadi M. Using the traditional mortality conferences as a means for improving the evidence based education and introducing a model according to clinical governance. Tehran; Special Edition of Twelfth National Meeting of Medical Education, 2011. [Persian]
[21] Crites GE, Chrisagis X, Patel V, Little D, Drehmer T. A locally created EBM course for faculty development. Med Teach. 2004;26(1):74-8.
[22] Abedi Madiseh S, Abedi Madiseh Sh, Abedi Madiseh Z. Methods and strategies for training the evidence based critical thinking in medical science system responsible for qualitative needs of health system. Tehran; Special Edition of Twelfth National Meeting of Medical Education, 2011. [Persian]
[23] Masoudi T, Nikfarjarm Z. The comparison of three methods of lectures, lecture with answer and question and problem based learning in education of core lessens of medical basic sciences in view of medical student of Mashad medical university. Tehran; Special Edition of Eleventh National Meeting of Medical Education, 2010. [Persian]
[24] Motoshaker Arani M, Naghizadeh J, Mirzakhani H, Forghanian A. Comparing the effect of two methods of PBL and lecture in medical students. Tehran; Special Edition of Tenth Meeting of Medical Education, 2009. [Persian]
[25] Baghaei Lakeh M, Atrkar Roshan Z. A comparison of two teaching strategies: Lecture and PBL, on learning and retaining in nursing students. Gilan Univ Med Sci J. 2003;12(47):86-92. [Persian]
[26] Kermanian F, Mehdizahe M, Iravani Sh, Markazi Moghadam N, Shayan Sh. Comparing lecture and problembased learning methods in teaching limb anatomy to first year medical students. Iran J Med Educ. 2007;2:379-88. [Persian]
[27] White MJ, Amos E, Kouzekanani K. Problem-based learning: An outcomes study. Nurse Educator. 1999;24(2):33-6.
[28] Bani S, Ghafari R, Ahmadian S, Hassan Pour Sh. Evaluating the relationship between instruction methods of professors in Tabriz medical university to creative thinking of students. Tehran; Special Edition of Tenth Meeting of Medical Education, 2009. [Persian]
[29] Asghari F, Mahjoob Moadab H. Evaluation and criticism of process of critical thinking with approach of clinical decision, challenges and strategies. Tehran; Special Edition of Eleventh National Meeting of Medical Education, 2010. [Persian]
[30] Shahabi M. Reviewing the evaluation methods of critical thinking in medical education. Tehran; Special Edition of Twelfth National Meeting of Medical Education, 2011. [Persian]
[31] Akaberian Sh, Bahreini M, Khoramrodi R, Gashmard R. Portfolio and improvement of clinical competence of nursing. Tehran; Special Edition of Twelfth National Meeting of Medical Education, 2011. [Persian]