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Exploring undergraduate medical students’ perception of learning procedural skills and its outcomes in clinical settings | ||
| Journal of Advances in Medical Education & Professionalism | ||
| مقاله 3، دوره 7، شماره 4، دی 2019، صفحه 175-182 اصل مقاله (492.54 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/jamp.2019.74866.0 | ||
| نویسندگان | ||
| MOHAMMAD REZA MANSOORIAN1؛ MOHAMMAD JALILI2؛ SHAHLA KHOSRAVAN3؛ MOHAMMAD SHARIATI* 4 | ||
| 1Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran | ||
| 2Emergency Medicine, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran | ||
| 3Management and Community Health Nursing Department, Social Determinants of Health Research Centre, Gonabad University of Medical Sciences, Gonabad, Iran | ||
| 4Department of Community Medicine, Medical Education Department, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran | ||
| چکیده | ||
| Introduction: Learning procedural skills is one of the essential aspects of undergraduate medical education. However, learning procedural skills in clinical settings is less widely considered. This study aimed to explore the Iranian undergraduate medical students’ perception of learning procedural skills and its outcomes in three universities of medical sciences in Iran. Methods: A descriptive exploratory qualitative methodology with an in-depth unstructured, face-to-face interview, and content analysis was used in this study. Sixteen students in clinical phases of general medical education programs from educational hospitals were selected using purposive sampling. According to the preferences of the participants, the interviews were conducted in medical schools or in hospitals. Results: The students participating in this study included 7 females and 9 males (totally 16 people) with a mean age of 23.7 years old with a range of 21-27 years. The three main themes of this study were “the gap of transferring formal teaching from skill lab to clinical placement”, “learning self-leading procedural skills in clinical settings”, and “students’ dissatisfaction with patients’ vulnerability” with 8 subthemes which were extracted and explained based on the students’ perception. Conclusion: Unsupervised and self-learning by medical students and weakness in controlling the learning process have undesirable results for patients and students. | ||
| کلیدواژه‌ها | ||
| Skills؛ Learning؛ Qualitative research؛ Medical students | ||
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