– Medical education Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students

Mirzazadeh, Azim; Bavarian, Behrouz; Labaf, Ali; Afshari, Ali; Nikoo, Mohammad Reza; Meshkani, Zahra; Khashayar, Patricia

doi:10.5114/aoms.2013.33073

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…The results of the context evaluation revealed the current status of the traditional programme and expectations of a revised programme [ 20 , 21 ]. Excess emphasis on highly specialized biomedical knowledge without paying attention to psychosocial aspects of care, teacher-centred curriculum and opportunistic clinical teaching were the most prominent weaknesses of the traditional programme (Table 1 ).…”

Section: Resultsmentioning

confidence: 99%

Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study

Mirzazadeh¹,

Gandomkar²,

Hejri³

et al. 2016

Perspect Med Educ

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The purpose of this study was to utilize the Context, Input, Process and Product (CIPP) evaluation model as a comprehensive framework to guide initiating, planning, implementing and evaluating a revised undergraduate medical education programme. The eight-year longitudinal evaluation study consisted of four phases compatible with the four components of the CIPP model. In the first phase, we explored the strengths and weaknesses of the traditional programme as well as contextual needs, assets, and resources. For the second phase, we proposed a model for the programme considering contextual features. During the process phase, we provided formative information for revisions and adjustments. Finally, in the fourth phase, we evaluated the outcomes of the new undergraduate medical education programme in the basic sciences phase. Information was collected from different sources such as medical students, faculty members, administrators, and graduates, using various qualitative and quantitative methods including focus groups, questionnaires, and performance measures. The CIPP model has the potential to guide policy makers to systematically collect evaluation data and to manage stakeholders’ reactions at each stage of the reform in order to make informed decisions. However, the model may result in evaluation burden and fail to address some unplanned evaluation questions.

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Section: Resultsmentioning

confidence: 99%

Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study

Mirzazadeh¹,

Gandomkar²,

Hejri³

et al. 2016

Perspect Med Educ

Self Cite

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“…involved a medical course that used a combination of gross anatomy and surgical-based approaches. 26 , 27 …”

Section: Discussionmentioning

confidence: 99%

Mind the gap: The integration of anatomy course contents with basic procedural skills

Naylor

2020

Journal of Taibah University Medical Sciences

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Objectives This study investigated the value of procedural skill acquisition in low-fidelity simulation labs for students entering a clinical setting during the mandatory one-month nursing internship. Methods We conducted a course that combined gross anatomy knowledge with the teaching of simple procedural skills. We analysed 299 students' opinions and then compared them with their assessment outcomes. Results The survey results showed general satisfaction of students with the simulation-based course. Regarding the role of procedural labs as an adequate enhancement for traditional anatomy labs, students considered the basic procedural skills course as a strong alternative for traditional anatomy lectures and labs. Moreover, a comparison of participants' pre- and post-course answers indicated a significant increase in their anatomy knowledge. Conclusions This study thus indicated a positive perception of students about a course that employed innovative educational measures. In this way, the positive impact of teaching anatomical knowledge through basic procedures was noted.

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“…Paulson (2001) argued that postsecondary institutions should be training students in the skills and abilities that enhance competencies related to liberal arts education and necessary for workplace success. Competency models have served as the foundation for competency-based education that ensures graduates have the necessary knowledge and skills to practice in their professions in many disciplines, including the health sciences (Mirzazadeh et al, 2013) and STEM fields (Jang, 2016). Given the growing emphasis on preparing college graduates for the professional workforce, it is critical to understand the competencies that employers seek in new graduates so they can be embedded into academic curricula and other development programs for students.…”

Section: Literature Review Of Competency Modelingmentioning

confidence: 99%

Development and Validation of a Global Competency Framework for Preparing New Graduates for Early Career Professional Roles

Strong

Burkholder

Solberg³

et al. 2020

hlrc

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Objectives: The current objectives include the development of a global competency model applicable across a wide range of jobs, industries, and geographies for university graduates entering the workplace. Method: The competency model was developed utilizing a global panel of subject matter experts and a validation survey of over 25,000 students, faculty, staff, and employers across more than 30 countries. Results: The results showed substantial consistency for the importance and criticality ratings of the competencies, with Achieving Objectives, Analyzing and Solving Problems, Adapting to Change, Communicating Orally, Learning and Self-Development, Making Decisions, Planning and Organizing, and Working Well with Others as the highest-rated competencies across regions, roles, and industries. Conclusions: The most important competencies for students entering the workforce were consistent across different jobs, different industries, and different countries. The diversity and varied experience levels of the sample provide greater generalizability than most competency modeling projects that are often idiosyncratic to specific roles, industries, subjects, or levels. Implication for Theory and/or Practice: University faculty and staff can use the results of the validation study to develop curricula and programs that will be better able to foster important competencies to ensure that their students are better prepared to enter the workplace. Although some organizations emphasize leadership as important for all professional employees, Managing the Work of Others, Leading Others, and Influencing Others were consistently rated lower in importance by employers across all roles and regions and may not be appropriate as the primary focus of skill development for new graduates.

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– Medical education Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students

Cited by 6 publications

References 11 publications

Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study

Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study

Mind the gap: The integration of anatomy course contents with basic procedural skills

Development and Validation of a Global Competency Framework for Preparing New Graduates for Early Career Professional Roles

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