Volume 16, Issue 1 (8-2026)
Clin Exc 2026, 16(1): 76-86 |
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Geran M, Zarrinkamar M, Amuei F, Khosravi P, Ghasempour R. Explaining How Knowledge and Clinical Skills Are Acquired by Family Medicine Interns: A Qualitative Study at Mazandaran University of Medical Sciences. Clin Exc 2026; 16 (1) :76-86
URL: http://ce.mazums.ac.ir/article-1-963-en.html
URL: http://ce.mazums.ac.ir/article-1-963-en.html
Department of Family Medicine, Mazandaran University of Medical Sciences, Sari, Iran.
Abstract: (16 Views)
Background and Objective: Family medicine education plays a crucial role in preparing physicians who are competent in primary care. Despite national and international standards emphasizing the importance of both knowledge and skills acquisition, evidence indicates that many medical graduates continue to face deficiencies in practical competencies, and the gap between theoretical instruction and clinical experience remains evident. This study aimed to explain how knowledge is acquired and clinical skills are learned from the perspective of family medicine interns.
Methods: This qualitative study, using a directed content analysis approach (Hsieh & Shannon, 2005), was conducted with 30 family medicine interns. Participants were selected using purposive sampling with maximum variation. Data were collected via semi-structured interviews and analyzed using conventional content analysis.
Results: Knowledge acquisition emerged in three main categories: structured theoretical education (morning classes, student presentations, use of guidelines), self-directed study (reviewing scientific resources and using online materials), and clinically interactive learning (learning during patient visits and receiving instructor feedback). Clinical skills learning was also explained in three categories: hands-on practice in the clinic (patient visits and practical feedback), working with medical information systems (patient documentation and follow-up, medication management), and patient communication skills (direct interaction and addressing diverse needs).
Conclusion: Learning in the family medicine internship is a dynamic and multifaceted process in which the integration of theoretical education, practical experience, and continuous feedback plays a central role. Revising the internship structure and strengthening communication skills training and health technology education can substantially enhance the quality of family medicine training.
Methods: This qualitative study, using a directed content analysis approach (Hsieh & Shannon, 2005), was conducted with 30 family medicine interns. Participants were selected using purposive sampling with maximum variation. Data were collected via semi-structured interviews and analyzed using conventional content analysis.
Results: Knowledge acquisition emerged in three main categories: structured theoretical education (morning classes, student presentations, use of guidelines), self-directed study (reviewing scientific resources and using online materials), and clinically interactive learning (learning during patient visits and receiving instructor feedback). Clinical skills learning was also explained in three categories: hands-on practice in the clinic (patient visits and practical feedback), working with medical information systems (patient documentation and follow-up, medication management), and patient communication skills (direct interaction and addressing diverse needs).
Conclusion: Learning in the family medicine internship is a dynamic and multifaceted process in which the integration of theoretical education, practical experience, and continuous feedback plays a central role. Revising the internship structure and strengthening communication skills training and health technology education can substantially enhance the quality of family medicine training.
Type of Study: Research(Original) |
Subject:
آموزش پزشكی
Received: 2026/03/18 | Accepted: 2026/06/5 | Published: 2026/06/5
Received: 2026/03/18 | Accepted: 2026/06/5 | Published: 2026/06/5
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