Investigating the quality of clinical teaching in major wards of educational hospitals from the perspectives of faculty members and students

Document Type : Original Article

Authors

1 Infectious Diseases and Tropical Medicine Research Center, Resistant Tuberculosis Institute, Zahedan University of Medical Sciences, Zahedan, Iran

2 Health Promotion Research Center, Zahedan University of Medical Sciences, Zahedan, Iran

3 Department of Community Medicine, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran

4 Department of Internal Medicine, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran

5 Urology and Nephrology Research Center, Department of Urology, Shahid Labbafinejad Medical Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran

10.22038/fmej.2023.72888.1544

Abstract

 Background: Considering the important role of clinical teaching in creation and development of students’ clinical skills, challenges in clinical teaching, and lack of information due to the paucity of studies in this field, the present study aimed to investigate the clinical teaching status in major wards of the educational hospitals affiliated to Zahedan University of Medical Sciences from the perspectives of faculty members and medical students in 2019.
Method: This cross-sectional (descriptive-analytical) study was conducted on the faculty members and students in major wards. The quality of clinical teaching was evaluated using Maastricht Clinical Teaching Questionnaire.
Results: This study was conducted on 31 instructors and 142 students. The results revealed no significant difference among different wards regarding the score of clinical teaching quality from the perspective of instructors (internal ward: 97.3+10.4, surgical ward: 94.8+13.7, gynecology and obstetrics ward: 99.4+6.6, and pediatric ward: 93.2+6.3). In fact, the instructors believed that the quality of clinical teaching was excellent in all major wards. However, the results showed a significant difference among different wards with respect to the mean score of clinical teaching quality from the students’ perspective. Accordingly, the highest score was related to the pediatric ward (92.8+23.3) followed by the gynecology and obstetrics ward (81.1+27.9), internal ward (75.5+31.3), and surgical ward (66.6+19.6).
Conclusion: Based on the results, identification of students’ expectations from educational programs and provision of instructors with feedbacks regarding students’ educational needs can improve the quality of clinical teaching.

Keywords

Main Subjects


1-Gandomkar R, Salsali M, Mirzazadeh A. Factors Influencing Medical Education in Clinical Environment: Experiences of Clinical Faculty Members. Iranian Journal of Medical Education. 2011; 11 (3) :279-90.
2-Mortazavi SM, Sharifira Gh, Khoshgoftar Moghaddam AA. Factors Affecting the Quality of Clinical Education from the Perspective of Teachers and Learners of Saveh Hospitals in 2019: A Descriptive Study. J Rafsanjan Univ Med Sci 2020; 19 (9): 909-24.
3-Rajabi F, Majdzadeh R, Ziaee A. Trends in medical education, an example from a developing country. Archives of Iranian Medicine. 2011;14(2):132-38.
4-Hennen, B. Demonstrating social accountability in medical education. 1997. Higher Education. 74.
5-Fasihi Harandy T, Soltani Arabshahi K. A survey of input and process of clinical education in Iran University of Medical Sciences. Payesh. 2003; 2 (2) :131-36.
6-Garside JR, Nhemachena JZ. A concept analysis of competence and its transition in nursing. Nurse Educ Today. 2013; 33(5): 541-5.
7-Hosseinpour M, Behdad A, Samii H. Assessment of medical interns opinion about education in surgery courses in Isfahan University of Medical Sciences. Iranian Journal of Medical Education. 2001; 1 (3):30-35.
8-Zahedi M, Amirmaleki Tabrizi H. Medical Education Effectiveness from the Viewpoints of Medical Students of Tehran University of Medical Sciences. Iranian Journal of Medical Education. 2008; 7 (2) :289-98.
9-Wolf FM, Shea JA, Albanese MA. Toward setting a research agenda for systematic reviews of evidence of the effects of medical education. Teach Learn Med. 2001;13(1):54-60
10-Scott, John C. The Mission of the University: Medieval to Postmodern Transformations. The Journal of Higher Education, 2006; 77(1):1-39.
11-Plescia M, Groblewski M. A community-oriented primary care demonstration project: refining interventions for cardiovascular disease and diabetes. Ann Fam Med. 2004;2(2):103-9.
12- Anne M. Rodino Michael D. Wolcott. Assessing Preceptor Use of Cognitive Apprenticeship: Is the Maastricht Clinical Teaching Questionnaire (MCTQ) a Useful Approach?, Teaching and Learning in Medicine, 2019; 31(5): 506-18.
13- Boerboom TBB, Dolmans DHJM, Muijtjens AMM, Jaarsma ADC, Van Beukelen P, Scherpbier AJJA. Does a faculty development programme improve teachers' perceived competence in different teacher roles? Med Teach. 2009;31(11):1030-31.
14- Boerboom TB, Dolmans DH, Jaarsma AD, Muijtjens AM, Van Beukelen P, Scherpbier AJ. Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers' supervisory skills during clinical rotations. Med Teach. 2011;33(2): e84-91.
15-Stalmeijer RE, Dolmans DH, Wolfhagen IH, Muijtjens AM, Scherpbier AJ. The Maastricht Clinical Teaching Questionnaire (MCTQ) as a valid and reliable instrument for the evaluation of clinical teachers. Academic Medicine. 2010;85(11):1732-8.
16-Al Ansari A, Tabbara KS. Evaluating the Reliability and Validity of the Maastricht Clinical Teaching Questionnaire in Bahrain. Oman Medical Journal. 2019;34(5):427.
-17 Kelly M, Bennett D, McDonald P. Evaluation of clinical teaching in general practice using the Maastricht clinical teaching questionnaire. Med Teach. 2012;34(12):1089.
18-Vaughan B. Developing a clinical teaching quality questionnaire for use in a university osteopathic pre-registration teaching program. Research Gate. BMC Med Educ. 2015; 15:70.  
-19 Olmos-Vega F, Dolmans D, Donkers J, Stalmeijer RE. Understanding how residents’ preferences for supervisory methods change throughout residency training: a mixed methods study. BMC Med Educ. 2015;15(1):177.
20- Nouriant A, Arbooni F, Mazloomzadeh S, Shervin Badv R. Comparison of the state of clinical education in major wards with the desired state from the students' view point and Professors at Zanjan University of Medical Sciences. J Med Educ Dev 2018, 11(29): 77-86. Persian.
21- Farrokh Nejad Kh, Pirdadian M. Quality assurance through quality assessment of the teaching-learning process in the university system. Conference on internal evaluation of quality in the academic system [Internet].1390;-(5):0-0. Available from: https://sid.ir/paper/493867/fa. Persian.
22-Harifi B, Ghafarian Shirazi H, Momeninejad M, Saniee F, Hashemi N, Jabarnejad A, et al . A survey of the quality and quantity of clinical education from the viewpoint of medical students. jmj. 2012; 10 (2):57-64.
23-Anbari, Z, Ramezani, M. The obstacles of clinical teaching and strategies for the improvement of quality of education at Arak University of Medical Sciences in 2008. Arak Medical University Journal (AMUJ). 2010; 13(2):110-18.
24- Hosseinpour M, Behdad A, Samii H. Assessment of Medical Interns Opinion about Education in Surgery Courses in Isfahan University Of Medical Sciences. Iranian Journal of Medical Education 2001; 1 (3): 30-35.
25-Khoshrang H, Salari A, Dadgaran I, Moaddab F, Rouh-Balasii L, Pourkazemi I. Quality of Education Provided at The Clinical Skills Lab From Medical Students’ viewpoints in Guilan University of Medical Sciences. rme. 2016; 8 (2):77-83.
26- Delaram M, Shams S. The viewpoints of students about the performance of clinical instructors in nursing and midwifery school at Shahrekord University of Medical Sciences. Educational Development of Judishapur.2018; 9(1):11-19.
27- Salajegheh M. Application of cognitive apprenticeship model in clinical education: A scoping review, Journal of Medical Education Development. 2023; 16(49): 68-78.