Volume 14, Issue 1 (Special issue of medical science education 2024)
Clin Exc 2024, 14(1): 122-135 |
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Heshmati A, Andarvazh M, Moradi S. Analysing the opinions of medical internship students about the applicability of basic science knowledge at the patient bedside. Clin Exc 2024; 14 (1) :122-135
URL: http://ce.mazums.ac.ir/article-1-829-en.html
URL: http://ce.mazums.ac.ir/article-1-829-en.html
Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran.
Abstract: (70 Views)
Background: Identifying problems in the educational process of students and then taking action to solve and correct them will improve the achievement of educational goals, train skilled people, and provide high-quality medical and care services. This research was conducted because of the unclear application of basic sciences in clinical education and the need to identify the strengths and weaknesses of the education provided to enhance its quality.
Materials and Methods: This research is a qualitative study with a focused group discussion approach. A number of 10 medical internship students at Mazandaran University of Medical Sciences were selected by non-probability purposeful sampling method and were interviewed. Questions were asked regarding the application of basic science knowledge at the patient's bedside and ways to increase it. The data from the discussion was analyzed using a conventional approach to qualitative content analysis. Moreover, to prove the validity and strength of the study findings, the criteria proposed by Goba and Lincoln were used.
Results: After extracting the findings, a total of 46 codes were categorized into 11 categories (course units with high necessity, course units with medium necessity, unnecessary course units, teaching methods in basic sciences, teaching methods in clinical stage, course length, volume of topics, materials and course titles, course unit float, course resources, and mentoring) and 4 themes (course unit, teaching methods, curriculum, and counseling).
Conclusion: The results of this study showed that not all basic science courses held equal importance in terms of their application at the patient's bedside, with some courses, such as pharmacology, physiology, and anatomy, being more significant in this regard. Therefore, measures should be taken for teaching these courses in both the basic sciences stage and their repetition in the clinical stage. The volume of some basic courses can be adjusted to enhance their effectiveness in the clinical stage, which may shorten the course of basic sciences. It is also possible to make the right decision regarding the timing of offering floating lessons based on their usefulness at the patient's bedside.
Materials and Methods: This research is a qualitative study with a focused group discussion approach. A number of 10 medical internship students at Mazandaran University of Medical Sciences were selected by non-probability purposeful sampling method and were interviewed. Questions were asked regarding the application of basic science knowledge at the patient's bedside and ways to increase it. The data from the discussion was analyzed using a conventional approach to qualitative content analysis. Moreover, to prove the validity and strength of the study findings, the criteria proposed by Goba and Lincoln were used.
Results: After extracting the findings, a total of 46 codes were categorized into 11 categories (course units with high necessity, course units with medium necessity, unnecessary course units, teaching methods in basic sciences, teaching methods in clinical stage, course length, volume of topics, materials and course titles, course unit float, course resources, and mentoring) and 4 themes (course unit, teaching methods, curriculum, and counseling).
Conclusion: The results of this study showed that not all basic science courses held equal importance in terms of their application at the patient's bedside, with some courses, such as pharmacology, physiology, and anatomy, being more significant in this regard. Therefore, measures should be taken for teaching these courses in both the basic sciences stage and their repetition in the clinical stage. The volume of some basic courses can be adjusted to enhance their effectiveness in the clinical stage, which may shorten the course of basic sciences. It is also possible to make the right decision regarding the timing of offering floating lessons based on their usefulness at the patient's bedside.
Type of Study: case report |
Subject:
آموزش پزشكی
Received: 2024/06/8 | Accepted: 2024/07/28 | Published: 2024/07/28
Received: 2024/06/8 | Accepted: 2024/07/28 | Published: 2024/07/28
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