Volume 14, Issue 1 (Special issue of medical science education 2024)
Clin Exc 2024, 14(1): 58-69 |
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Motamedi Joybari M, Bosak S, Andarvazh M R, Khoshgoftar Z. Comparison of Evidence-based Morning Reports with Traditional Morning Reports from the Perspective of Medical Students of Mazandaran University. Clin Exc 2024; 14 (1) :58-69
URL: http://ce.mazums.ac.ir/article-1-830-en.html
URL: http://ce.mazums.ac.ir/article-1-830-en.html
Department of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Abstract: (345 Views)
Purpose: Increasing attention to the evidence-based medical process in the education of medical students is considered an effective method. Therefore, this research was conducted to compare the morning report sessions using the evidence-based method with the traditional method from the perspective of medical students of Mazandaran University of Medical Sciences.
Method: This study was descriptive-analytical and cross-sectional. All trainees, interns, and assistants were included in the study by census. Meetings in the intenal medicine and surgery groups are managed in a traditional way , and in the gynecology and psychosomatics and emergency medicine groups they are managed in an evidence-based way. Before the start of the meeting, the researcher attended the meeting place and after explaining the purpose of the research, he distributed the questionnaires whose validity and reliability had been confirmed before among to the trainees, interns, and assistants who were planning to enter the meeting. The students registered their opinions regarding the structure and educational content of the morning report session and the improvement of their scientific and practical capabilities. After the session, the researcher collected the questionnaires. we hope that the results of this study will help managers and professors active in the field of medical education in choosing a strategy that fits the educational needs of the group.
Results: The findings of the study showed that the mean score of abilities from the student's point of view was 18.51±5.66 in traditional morning reports and 23.97±5.71 in the evidence-based morning reports. Moreover, from the perspective of students of both traditional and evidence-based morning reports, there was no significant difference in terms of structure and educational content, with the exception of two variables: the number of patients introduced at the start of the session and the location of professors during the session.
Conclusion: research indicated that the use of evidence-based medicine and the latest scientific achievements enhances the academic and practical competencies of students. Additionally, it is essential to emphasize and pay attention to factors related to the structure and content of sessions, such as providing feedback, physical conditions, and the atmosphere of the sessions, which create greater interest and interaction among students.
Method: This study was descriptive-analytical and cross-sectional. All trainees, interns, and assistants were included in the study by census. Meetings in the intenal medicine and surgery groups are managed in a traditional way , and in the gynecology and psychosomatics and emergency medicine groups they are managed in an evidence-based way. Before the start of the meeting, the researcher attended the meeting place and after explaining the purpose of the research, he distributed the questionnaires whose validity and reliability had been confirmed before among to the trainees, interns, and assistants who were planning to enter the meeting. The students registered their opinions regarding the structure and educational content of the morning report session and the improvement of their scientific and practical capabilities. After the session, the researcher collected the questionnaires. we hope that the results of this study will help managers and professors active in the field of medical education in choosing a strategy that fits the educational needs of the group.
Results: The findings of the study showed that the mean score of abilities from the student's point of view was 18.51±5.66 in traditional morning reports and 23.97±5.71 in the evidence-based morning reports. Moreover, from the perspective of students of both traditional and evidence-based morning reports, there was no significant difference in terms of structure and educational content, with the exception of two variables: the number of patients introduced at the start of the session and the location of professors during the session.
Conclusion: research indicated that the use of evidence-based medicine and the latest scientific achievements enhances the academic and practical competencies of students. Additionally, it is essential to emphasize and pay attention to factors related to the structure and content of sessions, such as providing feedback, physical conditions, and the atmosphere of the sessions, which create greater interest and interaction among students.
Type of Study: case report |
Subject:
آموزش پزشكی
Received: 2024/06/9 | Accepted: 2024/06/30 | Published: 2024/06/30
Received: 2024/06/9 | Accepted: 2024/06/30 | Published: 2024/06/30
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