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Volume 13, Issue 4 (1-2024)
cmja 2024, 13(4): 1-10 |
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hashem dabaghian F, asghari A, nikbakhtnasrabadi A, kadkhodai S. The experiences of Persian medicine students of Iran University of Medical Sciences in ambulatory education: a qualitative study. cmja 2024; 13 (4) :1-10
URL: http://cmja.arakmu.ac.ir/article-1-960-en.html
URL: http://cmja.arakmu.ac.ir/article-1-960-en.html
1- Department of Traditional Medicine, Institute of Medical History Studies, Iranian and Complementary Medicine, and Faculty of Iranian Medicine, Iran University of Medical Sciences, Tehran, Iran
2- Doctoral Student of Health Care Management, Faculty of Health, Tehran University of Medical Sciences, Tehran, Iran ,aida.asghary@yahoo.com
3- Professor of Internal Surgery Nursing Department, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
4- Master's Degree in Clinical Psychology, Education Expert, Faculty of Iranian Medicine, Iran University of Medical Sciences, Tehran, Iran
2- Doctoral Student of Health Care Management, Faculty of Health, Tehran University of Medical Sciences, Tehran, Iran ,
3- Professor of Internal Surgery Nursing Department, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
4- Master's Degree in Clinical Psychology, Education Expert, Faculty of Iranian Medicine, Iran University of Medical Sciences, Tehran, Iran
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It is suggested to collect the opinions of Persian medicine students of other universities, especially about the curriculum of this field in the clinical education section.
Ethical Considerations
The present study was conducted after obtaining the code of ethics in research under the number IR.IUMS.REC.1400.226 and with the informed consent of the participants, maintaining confidentiality and the freedom of individuals to leave the study.
Funding
This work was the result of a project with the same name, which was financially supported by the school of Persian medicine, Iran University of Medical Sciences.
Authors' Contribution
Fataneh Hashem-Dabaghian 40%, Alireza Nikbakht-Nasrabadi 10%, Aida asghari 25%, Samira Kadkhodaei 25%.
Conflict of Interest
Nothing to declare.
Acknowledgments
The vice chancellor of research in the faculty is appreciated for their cooperation in approving the project.
Full-Text: (520 Views)
INTRODUCTION
Outpatient clinical training is one of the most important parts of medical education, the foundation of providing efficient human resources to maintain and promote the health of the society and the first source of shaping the professional identity of students. The learning process at the patient's bedside is a dynamic process during which the learner gradually applies the learned concepts in interaction with the instructor and the environment and transforms their theoretical knowledge into psychomotor skills necessary for patient care (1,2). Clinical education influenced by the factors related to the teacher, the learner and the educational environment. In the fields related to medicine, clinical education faces many challenges including the diversity and small number of patients, the short amount of time the student meets the patient, the little interaction between the professor and the student, and the little involvement of the students in the teaching-learning process. Some studies conducted in our country indicate the inadequacy of outpatient training in some universities. For example, the low independent activity, lack of active supervision of professors, deficiencies in prescription training, short duration of outpatient medicine training, poor presence of professors and assistants, and failure to address the practical aspects of how to manage outpatient patients, non-standard physical space, students' disinterest in their field, lack of feeling of belonging to the department, lack of usefulness of time spent in clinical centers, and inadequacy of clinical training with students' needs have been mentioned as weaknesses of clinical training in various fields of medical sciences(3-6). Measuring the opinions of students as the main receivers of services in the educational system, while reflecting the current situation, can be helpful in the analysis and pathology of the current situation and clears the way for planning and modifying the existing methods and is the best source for identifying the problems of clinical education. Considering the special characteristics of clinical training in traditional medicine and the importance of students' experiences from completing this course, this study was designed and implemented with the aim of discovering and analyzing the opinions of traditional medicine students of Iran University of Medical Sciences about their obstacles and problems in the outpatient’s clinical training course of traditional Iranian medicine. .
METHODS
In this study, which was conducted in the faculty of Persian medicine of Iran University of Medical Sciences using a qualitative method after obtaining a written informed consent, 15 PhD students of Persian medicine were selected by a purposeful method with maximum diversity from the July-October of 2021, the students studying from the 2nd year to the final year, who had completed at least one term in outpatient’s clinical training, were included in the study with written informed consent. Students' experiences of outpatient’s clinical training were collected through semi-structured interviews.
The interview of each student was done separately within 30 to 45 minutes. The place of the interview was a quiet room without the presence of other people. Individuals were asked to easily and freely express their experiences, opinions and views about their courses in the traditional medicine clinic, and the audio recording was done with their awareness. The focus of the questions was to explain the students' experiences of traditional medicine outpatient’s clinical training. The interview started with two general and simple questions about clinical training (1- what does the term "clinical training" evoke for you and 2- say about your experiences during this course). Then more specific and targeted questions were asked according to their experiences in each of the components of the clinical education including the educational program, the teacher, the learner and the learning environment.
The interview was largely based on the questions that were raised in the interaction between the interviewer and the interviewee, with the explanation that the relationship of the questions with the main purpose of the research was taken into consideration. The students of this field were all general practitioners and had no experience at working in the field of the Persian medicine. Sampling continued until data saturation. After the completion of each interview, its text was fully reviewed and analyzed, and if there were any unclear points, the participants were re-interviewed for clarification.
Finally, the text of the conducted interviews was subjected to conventional content analysis. After reading and reviewing the text of the interviews line by line, and general understanding of the idea of each interview, main sentences and ideas were determined. In the next stage, initial concepts were created. In the third stage, classes were identified. The relationships between classes and sub-classes were formed in the fourth step, and in the fifth step, the classes and sub-classes were named, and in the last step, the final research results were reported. Also, 4 criteria of validity, reliability, verifiability and transferability were used.
RESULTS
One theme was defined as barriers to clinical education and 3 categories were defined including "educational program", "teaching methods" and "educational facilities", as shown in Table 1.
CONCLUSION
The experiences of the students showed that the outpatient’s clinical training of Persian medicine in this university needs to develop in the educational program and improve the course objectives. In order to manage common diseases more patients should be introduced and discussed in the presence of professors during the practical period, in addition to enriching the theoretical period, Also, more variety of patients, unification of diagnosis and treatment methods of professors and optimization of the clinic environment are necessary.
Table 1. Categories and sub-categories related to the obstacles of outpatient clinical education in Persian medicine
Outpatient clinical training is one of the most important parts of medical education, the foundation of providing efficient human resources to maintain and promote the health of the society and the first source of shaping the professional identity of students. The learning process at the patient's bedside is a dynamic process during which the learner gradually applies the learned concepts in interaction with the instructor and the environment and transforms their theoretical knowledge into psychomotor skills necessary for patient care (1,2). Clinical education influenced by the factors related to the teacher, the learner and the educational environment. In the fields related to medicine, clinical education faces many challenges including the diversity and small number of patients, the short amount of time the student meets the patient, the little interaction between the professor and the student, and the little involvement of the students in the teaching-learning process. Some studies conducted in our country indicate the inadequacy of outpatient training in some universities. For example, the low independent activity, lack of active supervision of professors, deficiencies in prescription training, short duration of outpatient medicine training, poor presence of professors and assistants, and failure to address the practical aspects of how to manage outpatient patients, non-standard physical space, students' disinterest in their field, lack of feeling of belonging to the department, lack of usefulness of time spent in clinical centers, and inadequacy of clinical training with students' needs have been mentioned as weaknesses of clinical training in various fields of medical sciences(3-6). Measuring the opinions of students as the main receivers of services in the educational system, while reflecting the current situation, can be helpful in the analysis and pathology of the current situation and clears the way for planning and modifying the existing methods and is the best source for identifying the problems of clinical education. Considering the special characteristics of clinical training in traditional medicine and the importance of students' experiences from completing this course, this study was designed and implemented with the aim of discovering and analyzing the opinions of traditional medicine students of Iran University of Medical Sciences about their obstacles and problems in the outpatient’s clinical training course of traditional Iranian medicine. .
METHODS
In this study, which was conducted in the faculty of Persian medicine of Iran University of Medical Sciences using a qualitative method after obtaining a written informed consent, 15 PhD students of Persian medicine were selected by a purposeful method with maximum diversity from the July-October of 2021, the students studying from the 2nd year to the final year, who had completed at least one term in outpatient’s clinical training, were included in the study with written informed consent. Students' experiences of outpatient’s clinical training were collected through semi-structured interviews.
The interview of each student was done separately within 30 to 45 minutes. The place of the interview was a quiet room without the presence of other people. Individuals were asked to easily and freely express their experiences, opinions and views about their courses in the traditional medicine clinic, and the audio recording was done with their awareness. The focus of the questions was to explain the students' experiences of traditional medicine outpatient’s clinical training. The interview started with two general and simple questions about clinical training (1- what does the term "clinical training" evoke for you and 2- say about your experiences during this course). Then more specific and targeted questions were asked according to their experiences in each of the components of the clinical education including the educational program, the teacher, the learner and the learning environment.
The interview was largely based on the questions that were raised in the interaction between the interviewer and the interviewee, with the explanation that the relationship of the questions with the main purpose of the research was taken into consideration. The students of this field were all general practitioners and had no experience at working in the field of the Persian medicine. Sampling continued until data saturation. After the completion of each interview, its text was fully reviewed and analyzed, and if there were any unclear points, the participants were re-interviewed for clarification.
Finally, the text of the conducted interviews was subjected to conventional content analysis. After reading and reviewing the text of the interviews line by line, and general understanding of the idea of each interview, main sentences and ideas were determined. In the next stage, initial concepts were created. In the third stage, classes were identified. The relationships between classes and sub-classes were formed in the fourth step, and in the fifth step, the classes and sub-classes were named, and in the last step, the final research results were reported. Also, 4 criteria of validity, reliability, verifiability and transferability were used.
RESULTS
One theme was defined as barriers to clinical education and 3 categories were defined including "educational program", "teaching methods" and "educational facilities", as shown in Table 1.
CONCLUSION
The experiences of the students showed that the outpatient’s clinical training of Persian medicine in this university needs to develop in the educational program and improve the course objectives. In order to manage common diseases more patients should be introduced and discussed in the presence of professors during the practical period, in addition to enriching the theoretical period, Also, more variety of patients, unification of diagnosis and treatment methods of professors and optimization of the clinic environment are necessary.
Table 1. Categories and sub-categories related to the obstacles of outpatient clinical education in Persian medicine
| Obstacles of Outpatient Clinical Education |
| Educational program |
| teaching common diseases |
| education of medicines available in herbal markets |
| diagnosis and treatment model |
| the duration of the theoretical period |
| variety and number of patients |
| the presence of professors in the clinic |
| evaluation methods |
| Teaching methods |
| discussion at the patients’ bedside |
| the same training method |
| Educational facilities |
| educational environment |
| educational assistance facilities |
It is suggested to collect the opinions of Persian medicine students of other universities, especially about the curriculum of this field in the clinical education section.
Ethical Considerations
The present study was conducted after obtaining the code of ethics in research under the number IR.IUMS.REC.1400.226 and with the informed consent of the participants, maintaining confidentiality and the freedom of individuals to leave the study.
Funding
This work was the result of a project with the same name, which was financially supported by the school of Persian medicine, Iran University of Medical Sciences.
Authors' Contribution
Fataneh Hashem-Dabaghian 40%, Alireza Nikbakht-Nasrabadi 10%, Aida asghari 25%, Samira Kadkhodaei 25%.
Conflict of Interest
Nothing to declare.
Acknowledgments
The vice chancellor of research in the faculty is appreciated for their cooperation in approving the project.
Type of Study: Research |
Subject:
Traditional medicine
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