Masjedi, Mansoor, Neshatavar, Razieh, Alipour, Elham. (1397). The Attitude of Graduates of Medicine Regarding Different Teaching Methods in Clinical Departments of Shiraz University of Medical Sciences. , 8(3), 57-61. doi: 10.22038/fmej.2018.32971.1208
Mansoor Masjedi; Razieh Neshatavar; Elham Alipour. "The Attitude of Graduates of Medicine Regarding Different Teaching Methods in Clinical Departments of Shiraz University of Medical Sciences". , 8, 3, 1397, 57-61. doi: 10.22038/fmej.2018.32971.1208
Masjedi, Mansoor, Neshatavar, Razieh, Alipour, Elham. (1397). 'The Attitude of Graduates of Medicine Regarding Different Teaching Methods in Clinical Departments of Shiraz University of Medical Sciences', , 8(3), pp. 57-61. doi: 10.22038/fmej.2018.32971.1208
Masjedi, Mansoor, Neshatavar, Razieh, Alipour, Elham. The Attitude of Graduates of Medicine Regarding Different Teaching Methods in Clinical Departments of Shiraz University of Medical Sciences. , 1397; 8(3): 57-61. doi: 10.22038/fmej.2018.32971.1208
The Attitude of Graduates of Medicine Regarding Different Teaching Methods in Clinical Departments of Shiraz University of Medical Sciences
1Anesthesiology and Critical Care Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
2Educational Development Center, Faculty of medicine, Shiraz university of medical sciences, Shiraz, Iran
3Namazi Hospital, Shiraz University of Medical Sciences, Shiraz, Iran
چکیده
Background: Clinical education is a process in which students gradually acquire clinical experience and prepare themselves to solve patient's problems. Choosing the appropriate educational method is one of the most important parts of education. The aim of this study was to determine the level of learning in different educational methods using the attitudes of graduate students in major and minor department. Methods: In this descriptive-analytical study, 82 (64%) out of 128 graduated students from the faculty of medicine were evaluated by a researcher-made questionnaire consisting of 10 questions with five-choice Likert scale and demographic information. The face and content validity was confirmed by the faculty members and its reliability was confirmed with the Cronbach Alpha’s coefficient of above 80%. Results: There was a significant relationship between gender, marital status, number of children, type of entrance quota, and average score with different educational methods. Individual study and outpatient clinics had the most impact and journal club meetings had the least impact on learning. Grand round had a great impact on women's learning, the outpatient clinic on learning of free-quota students and mortality and morbidity sessions, student conferences, and individual study on higher-grade students. Conclusion: It is recommended that educational managers and planners consider the content and type of educational programs in the mentioned sections, considering the impact of different educational methods on learning. Due to the lack of similar studies on the attitudes of the education and training staff, further research is needed in this regard.
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