Analysis of M.D. Learning Environment Regarding Attention to Education Personal Development Competency | ||
| Future of Medical Education Journal | ||
| مقاله 9، دوره 9، شماره 4، اسفند 2019، صفحه 55-63 اصل مقاله (763.07 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22038/fmej.2019.43818.1297 | ||
| نویسندگان | ||
| Mehri Yavari1، 2؛ Morteza Karami* 3؛ Mahmood Saeedi Rezvani3؛ Hossein Karimi Moonaghi4، 5، 6 | ||
| 1Nursing and Midwifery Care Research Centre, Mashhad University of Medical Sciences, Mashhad, Iran | ||
| 2PhD candidate, Department of Curriculum and Education Studies, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran | ||
| 3Department of Curriculum and Education Studies, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran | ||
| 4Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran | ||
| 5Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran | ||
| 6Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran | ||
| چکیده | ||
| Background: One of the necessities of doctor of medicine (M.D.) curriculum is educating seven competencies, including personal development competency, which helps students acquire and use effective abilities in their personal and professional life, including self-knowledge, psychology of change, strategic and management principles, and informatics. Given the importance of this type of competency in performing professional roles by graduates, this study aimed to analyze the M.D. learning environment regarding attention to education personal development competency. Methods: This qualitative case study was performed in research environment of Mashhad School of Medicine and included 34 M.D. students, six faculty members (M.D. course), three medical education experts, four department managers, and two heads of university, selected by purposive sampling. Data were collected after 15 semi-structured interviews, two focus group discussions (FGD) and four observations, and review if documents. Notably, the process continued to reach data saturation. Moreover, the data obtained was managed in MAXQDA-10 software, and data analysis was performed by qualitative content analysis method based on Graneheim & Lundman’s six-stage model. Results: The collected data were summarized in sematic units and turned into 33 sub-themes by forming, comparing and systematically classifying 302 primary codes. Undervaluing personal development competency in some M.D. levels, eliminating competency-related courses in the current curriculum, excessive thickening of the curriculum with theoretical content, lack of a specific model for fostering competency, lack of using new technologies, improper content and strategies, cultural-social gap, environmental limitations, inefficient evaluation and the art of turning knowledge into practice were among the most important sub-themes obtained in the study. In the end, five themes (paradoxes of curriculum, learning experiences, balance in distribution, authentic evaluation and professors’ ability) were extracted in response to research questions. Conclusion: According to the results, the learning environment of school of medicine had unfavorable condition for education personal development competency. Therefore, our findings can be used to design proper learning environments to nurture this competency. | ||
| کلیدواژهها | ||
| Doctor of Medicine (M.D.)؛ Personal Development Competency؛ Education؛ Learning Environment | ||
| مراجع | ||
|
1. National Curriculum of General M.D., Supreme Council of Planning in Medical Sciences, Ministry of Health and Medical Education, 2017. Persian.
2. Aubrey B. Measure of Man: leading human development. McGraw-Hill; 2016.
3. Mahram B, Farrokhzadeh MH. Developing entrepreneurship by analyzing the role of lecturer as a component of curriculum. Journal of Educational Psychology Studies. 2009; 9: 95-112. Persian.
4. The Document of Capabilities of M.D. Graduates, Supreme Council of Planning in Medical Sciences. Ministry of Health and Medical Education; 2015. Persian.
5. Belén Bande A, Fernando Jaramillo B, Pilar Fernández-Ferrín C, José A. Varela. Salesperson coping with work-family conflict: The joint effects of ingratiation and self-promotion. Journal of Business Research. 2019; 95:143-55.
6. Khalil MK, Elkhider IA. Applying learning theories and instructional design models for effective instruction. Adv Physiol Educ. 2016; 40: 147–56.
7. Tannenbaum D, Konkin J, Parsons E, Saucier D, Shaw L, Walsh A, et al. CanMEDS-Family Medicine: A Framework of Competencies in Family Medicine. College of Family Physicians of Canada; 2009. p. 1-22.
8. Whittle S.R, Murdoch‐Eaton, D. Curriculum 2000: have changes in sixth form curricula affected students' key skills?. Journal of further and higher education. 2005; 29(1); 61-71.
9. James R, Howat P, Shilton T, Hutchins C, Burke L, Woodman R. Core health promotion competences for Australia. Public Health Association of Australia; 2007.
10. World Federation of Medical Education (WFME): Task Force on Defining International Standards in Basic Medical Education. University of Copenhagen. Denmark. 2003.
11. Reis, H.T, Judd C. M. (Eds.). (2014). Handbook of research methods in social and personality psychology. Cambridge University Press
12. Higgins S, Hall, E, Wall K, Woolner P, McCaughey C. The impact of school environments: A literature review. London: Design Council; 2014.
13. VanOostveen R, Desjardins F, Bullock S. Professional Development Learning Environments (PDLEs) Embedded in a Collaborative Online Learning Environment (COLE): Moving towards a New Conception of Online Professional Learning. Educ Inf Technol. 2019; 24(2):1863-1900.
14. Kamyabi M, Foroughi Abari A, Yarmohammadian MH. Desirable features of higher education policies with an emphasis on lifelong learning approach: faculty members’ perspective. Iranian Journal of Medical Education. 2017; 17 (79): 37-49. Persian.
15. Roshan N, Afshari A, Mirzadeh A, Shahi F, Dormohammadi T. Outcome-based educational planning: the experience of internal medicine unit of Imam Khomeini Hospital in Tehran University of Medical Sciences in training interns. Journal of Medical Council of Iran. 2014; 32 (1):48-57. Persian.
16. Mansoorian MR, Karimi Moonaghi H, Yazdani S, Ahmadi S, Khosravan S. The Necessity and Quality of Management Education in MD Program in Iran: A Qualitative Study. Iranian Journal of Medical Education. 2013; 12 (12) :903-15. Persian.
17. Momeni Mahmouei H, Kazempour I, Tafreshi M. Competency-based course planning; a desirable strategy for developing core competencies, Scientific Journal of Education Strategies in Medical Sciences. 2011;4(3):143-49. Persian.
18. Naderi E, Seif Naraghi M. Evaluation and measurement in education and psychology, Tehran: Misagh Publications; 2015.
19. Adib Haj Bagheri M, Parvizi S, Salsali M, Qualitative research methods. Tehran: Boshra Publications; 2010.
20. Graneheim U.H, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measure to achieve trustworthiness. Nurse Educ Today. 2004; 24 (2): 105-12.
21. Yazdanpanah Noori A, Jalahi H. Authentic evaluation, an effective way to foster learners' thinking sources. Journal of Mazandaran University of Medical Sciences. 2006; 16(55):155-60. Persian.
22. Davies S, Priestley MJ. A reflective evaluation of patient handover practices. Nurs Stand. 2006; 20(21): 49-52.
23. Karami M, Karami Ghale Jough H. Designing holistic learning environments, an alternative to fostering the professional competence of teachers. Proceedings of The First National Conference on New Findings in Teaching and Learning; 2019 Feb 21; Hormozgan, Iran.
24. Karami M, Ameneh S. Design of externship learning environments from chaotic to constructive. Journal of Foundations of Education. 2015; 5 (1): 71-88. Persian.
25. 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 in Development of Medical Education. 2015;12 (2):325-43. Persian.
26. Emadzadeh A, Hazavei M, Moeini B. Developing medical students' communication skills curriculum: providing an educational model [PhD thesis]. Hamedan: Hamedan University of Medical Sciences; 2015. Persian. | ||
|
آمار تعداد مشاهده مقاله: 581 تعداد دریافت فایل اصل مقاله: 333 |
||